Loading...
Publication
O PROEMI e suas práticas pedagógicas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.13 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O Programa Ensino Médio Inovador (PROEMI), proposto pelo Governo Federal brasileiro, é
uma iniciativa que busca implantar no Ensino Médio metodologias diversificadas, com base no
lúdico, proporcionando aos educandos novas formas de explorar os espaços existentes na
escola, construindo, coletivamente, um processo de ensino-aprendizagem significativo. Este
estudo visou compreender as práticas pedagógicas desenvolvidas nas oficinas, no âmbito deste
Programa, no Colégio Estadual Petrônio Portela, Distrito de Pilar, município de Jaguarari,
Bahia, Brasil, à luz do conceito de Inovação Pedagógica. Questionou-se, com esta pesquisa,
determinar se ocorre efetivamente quebra de paradigma, rompendo os padrões tradicionalistas
enraizados no sistema educacional brasileiro, nesta modalidade de ensino, e se esta constitui
uma inovação pedagógica. Para atender a esse propósito, alguns objetivos específicos se
mostram relevantes de serem buscados como: observar as práticas pedagógicas desenvolvidas
pelo PROEMI na unidade de ensino; aprofundar o conceito do tema em estudo; compreende-la
como instrumento de transformação da escola e analisar, criticamente, se as práticas
pedagógicas do PROEMI podem ser consideradas inovadoras. Para conduzir tal investigação,
o processo de pesquisa adotou uma metodologia qualitativa, na modalidade etnográfica. Para a
coleta de dados utilizou-se a observação participante e a entrevista etnográfica, os dados foram
registrados no diário de campo e posteriormente realizou-se a análise de conteúdo. Concluiu-se
que, através das oficinas, são proporcionadas ao aluno novas perspectivas de aprender diante
do desenvolvimento de práticas pedagógicas que se preocupam com quem aprende,
considerando essas oficinas um cenário de práticas pedagógicas inovadoras.
The Innovative High School program (PROEMI) proposed the Brazilian Federal Government bases an initiative that seeks to implement in high school diversified methodologies on playful, providing students with new ways of exploring the existing spaces in the school, building collectively a meaningful teaching-learning process. This study aimed to understand the pedagogical practices developed in the workshops, under this program, at the PetrônioPortela State School in the Pilar district, municipality of Jaguarari, Bahia, Brazil, according to the concept of pedagogical innovation. It was questioned, with this research, to determine whether it effectively breaks the paradigm, breaking the traditionalist patterns rooted in the Brazilian educational system in this modality of teaching, and whether it constitutes a pedagogical innovation. To meet this purpose, some specific objectives are relevant to be sought, such as, observing the pedagogical practices developed by PROEMI in the teaching unit, deepening the concept of the theme under study, understand it as instrument of transformation of the school and critically analyze whether the pedagogical practices of PROEMI can be considered innovative. To conduct this investigation, the research process adopted a qualitative methodology in the ethnographic modality. Participant observation and ethnographic interview were used for data collection. The data were recorded in the field diary and, subsequently, the content analysis was performed. We conclude that, through the workshops, new perspectives are provided to the student to learn from the development of pedagogical practices that care for those who learn, considering these Workshops a scenario of innovative pedagogical practices.
The Innovative High School program (PROEMI) proposed the Brazilian Federal Government bases an initiative that seeks to implement in high school diversified methodologies on playful, providing students with new ways of exploring the existing spaces in the school, building collectively a meaningful teaching-learning process. This study aimed to understand the pedagogical practices developed in the workshops, under this program, at the PetrônioPortela State School in the Pilar district, municipality of Jaguarari, Bahia, Brazil, according to the concept of pedagogical innovation. It was questioned, with this research, to determine whether it effectively breaks the paradigm, breaking the traditionalist patterns rooted in the Brazilian educational system in this modality of teaching, and whether it constitutes a pedagogical innovation. To meet this purpose, some specific objectives are relevant to be sought, such as, observing the pedagogical practices developed by PROEMI in the teaching unit, deepening the concept of the theme under study, understand it as instrument of transformation of the school and critically analyze whether the pedagogical practices of PROEMI can be considered innovative. To conduct this investigation, the research process adopted a qualitative methodology in the ethnographic modality. Participant observation and ethnographic interview were used for data collection. The data were recorded in the field diary and, subsequently, the content analysis was performed. We conclude that, through the workshops, new perspectives are provided to the student to learn from the development of pedagogical practices that care for those who learn, considering these Workshops a scenario of innovative pedagogical practices.
Description
Keywords
Educação Inovação pedagógica Programa Ensino Médio Inovador Práticas pedagógicas Ensino-aprendizagem Education Pedagogical innovation Innovative High School Program Pedagogical practices Teaching-learning Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais