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Projeto comunidade de aprendizagem: desvelando uma prática pedagógica
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Abstract(s)
A presente pesquisa teve como principal escopo garimpar, descrever e interpretar as práticas pedagógicas vigentes na Comunidade de Aprendizagem. Para tanto, como metodologia, optou-se por uma abordagem qualitativa e de natureza etnográfica orientada pela utilização de variadas técnicas para a coleta de dados – observação participante, diário de campo, entrevista etnográfica, análise documental e fotografia. Pautou-se, como referencial teórico, nas reflexões interacionistas de Piaget (1973) e Vygotsky (1978, 1989), nos princípios de Inovação Pedagógica e Construcionismo de Fino (2004, 2005 e 2008) e Papert (2008), bem como na Aprendizagem Dialógica discutida por Freire (1997, 2003) e Aubert et al. (2008). A análise dos dados coletados no ambiente natural, à luz do método de análise de conteúdo proposto por Bardin (2010), evidenciou que as práticas pedagógicas lá desenvolvidas são consideradas inovadoras e podem ser desveladas através das seguintes categorias: construção do conhecimento; protagonismo juvenil e participação escolar e comunitária e transformação social e educativa, o que confirma a hipótese emergida no campo de pesquisa, pois apresentam como elementos norteadores o protagonismo, a autonomia da construção do conhecimento e o prazer pela descoberta.
This research aims in its main scope to collect, describe and interpret the pedagogical practices in a Learning Community. As a methodology, a qualitative and ethnographic approach was chosen based on the use of various data collection strategies - participant observation, field log, ethnographic interview, documentary analysis and photographs. It was used as a theoretical reference in the interactionist reflections of Piaget (1973) and Vygotsky (1978, 1989), in the principles of Pedagogical Innovation and Constructionism of Fine (2004, 2005 and 2008) and Papert (2008) as well as in Dialogic Learning discussed by Freire (1997, 2003) and Aubert et al. (2008). The analysis of data collected in the natural environment, basing on the method of content analysis proposed by Bardin (2010), showed that the pedagogical practices developed at that school are considered innovative and can be unveiled through the following categories: knowledge construction; youth protagonism and school and community participation and social and educational transformation, which confirms the hypothesis emerged in the field research, since they have as guiding elements the protagonism, autonomy of the construction of knowledge and pleasure for discovery.
This research aims in its main scope to collect, describe and interpret the pedagogical practices in a Learning Community. As a methodology, a qualitative and ethnographic approach was chosen based on the use of various data collection strategies - participant observation, field log, ethnographic interview, documentary analysis and photographs. It was used as a theoretical reference in the interactionist reflections of Piaget (1973) and Vygotsky (1978, 1989), in the principles of Pedagogical Innovation and Constructionism of Fine (2004, 2005 and 2008) and Papert (2008) as well as in Dialogic Learning discussed by Freire (1997, 2003) and Aubert et al. (2008). The analysis of data collected in the natural environment, basing on the method of content analysis proposed by Bardin (2010), showed that the pedagogical practices developed at that school are considered innovative and can be unveiled through the following categories: knowledge construction; youth protagonism and school and community participation and social and educational transformation, which confirms the hypothesis emerged in the field research, since they have as guiding elements the protagonism, autonomy of the construction of knowledge and pleasure for discovery.
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Keywords
Inovação pedagógica Construcionismo Comunidade de aprendizagem Aprendizagem dialógica Pedagogical innovation Constructionism Learning communities Dialogic learning Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais