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As práticas pedagógicas efetivadas em uma sala de aula do PROEJA de uma escola em São Luís- MA
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Authors
Abstract(s)
Esta pesquisa tem como objetivo estudar As Práticas Pedagógicas efetivadas em uma sala de
aula do PROEJA em uma escola em São Luís-MA. Trata-se de uma pesquisa Etnográfica que,
utiliza-se de técnicas como a observação participante, entrevista semiestruturada, rodas de
conversas e conversas informais. Tem como objetivo analisar a prática pedagógica numa sala
de aula do PROEJA em Escola de Educação Profissional e Tecnológica localizada em São
Luís-MA, de modo a identificar se há inovação pedagógica ou não na instituição educacional
pesquisada. Sem pretender intervir na prática pedagógica da escola procura-se contribuir para
que seus resultados sejam analisados como possibilidade de cooperar para a consolidação do
PROEJA, como modalidade de educação oferecida no estabelecimento escolar, na certeza de
que não será a palavra final, mas deverá oferecer significativas contribuições a quem se inte ressar pelo tema. Ao concluir esta tese se identificou que existe inovação na prática pedagó gica na turma em que foi realizada a pesquisa, momento em que os professores/as e os/as e
estudantes aprendem, compartilham e inovam os seus conhecimentos e as suas aprendizagens
em conjunto. Para isso, buscou-se o aporte teórico baseado nos autores e autoras como: Bour dieu (2008), Fino (2007), Piaget (2007); Mittler (2003) Freire (2002), Vygotsky (1999), Lave
e Wenger (1991), Sousa (2002) entre outros/as citados/as nesta investigação, bem como nos
referenciais legislativos.
This research aims to study the Pedagogical Practices carried out in a PROEJA classroom in a school in São Luís-MA. It is an Ethnographic research that uses techniques such as participant observation, semi-structured interviews, conversation circles and informal conversations. It aims to analyze the pedagogical practice in a PROEJA classroom in a School of Professional and Technological Education located in São Luís-MA, in order to identify whether there is pedagogical innovation or not in the researched educational institution. Without intending to intervene in the pedagogical practice of the school, it seeks to contribute so that its results are analyzed as a possibility of cooperating for the consolidation of PROEJA, as a modality of education offered in the school establishment, in the certainty that it will not be the final word, but should offer significant contributions to those who are interested in the theme. At the conclusion of this thesis, it was identified that there is innovation in practice in the class in which the research was carried out, a moment in which teachers and students learn, share and innovate their knowledge and learning together. For this, we sought the theoretical contribution based on authors such as: Bourdieu (2008), Fino (2007), Piaget (2007); Mittler (2003), Freire (2002), Vygotsky (1999), Lave and Wenger (1991), Sousa (2002), among others cited in this research, as well as in the legislative references.
This research aims to study the Pedagogical Practices carried out in a PROEJA classroom in a school in São Luís-MA. It is an Ethnographic research that uses techniques such as participant observation, semi-structured interviews, conversation circles and informal conversations. It aims to analyze the pedagogical practice in a PROEJA classroom in a School of Professional and Technological Education located in São Luís-MA, in order to identify whether there is pedagogical innovation or not in the researched educational institution. Without intending to intervene in the pedagogical practice of the school, it seeks to contribute so that its results are analyzed as a possibility of cooperating for the consolidation of PROEJA, as a modality of education offered in the school establishment, in the certainty that it will not be the final word, but should offer significant contributions to those who are interested in the theme. At the conclusion of this thesis, it was identified that there is innovation in practice in the class in which the research was carried out, a moment in which teachers and students learn, share and innovate their knowledge and learning together. For this, we sought the theoretical contribution based on authors such as: Bourdieu (2008), Fino (2007), Piaget (2007); Mittler (2003), Freire (2002), Vygotsky (1999), Lave and Wenger (1991), Sousa (2002), among others cited in this research, as well as in the legislative references.
Description
Keywords
PROEJA Práticas pedagógicas Inovação pedagógica Aprendizagens Educação profissional Pedagogical practices Pedagogical innovation Learning Professional education Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais