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Educação do campo, classe multisseriada e inovação pedagógica um estudo etnográfico na escola Justino Amâncio, Quixabeira estado da Bahia
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Abstract(s)
Essa dissertação é resultado de um estudo etnográfico, que tem como objeto compreender o processo de inovação pedagógica decorrente de uma experiência de uma educação desenvolvida no meio rural do nordeste brasileiro, no município de Quixabeira, estado da Bahia, que efetua a construção do conhecimento em classe multisseriada. A riqueza dos desafios dessa realidade educativa leva a pesquisadora a identificar e analisar a Inovação Pedagógica surgida da especificidade desse trabalho educacional. Dessa forma está organizada em cinco capítulos. No capítulo um trazemos os elementos centrais do estudo apresentado na problemática. O capítulo dois foi reservado a fundamentação teórica. O capítulo três trouxe os elementos morfológicos, ou seja, apresentação da metodologia locus e sujeitos da pesquisa. Quanto ao quarto capítulo apresentamos os dados encontrados. Já o quinto capítulo está voltado a análise específicas das categorias investigadas. Por fim as considerações finais. Teoricamente apoia-se nos estudos de Piaget (2000, 2008), Pappert (1995, 2008), Fino (2001, 2004, 2007, 2008, 2011), Sousa (2000, 2002, 2004), Freire (2005, 2007, 2011), Vygotsky (2003), Morin (2000, 2002, 2003, 2007), Woods (1999), Tofller (1970, 2012), Lapassade (1972, 1982, 1983, 2005, ), Molina (2011), Arroyo (2011) e outros que fundamentam os conceitos chaves desse trabalho. Ao longo do estudo após obtenção dos dados e análise, constatou-se que há elementos claros de inovação na prática pedagógica estudada, configurando-se esta constatação no agir pedagógico, a partir das iniciativas da professora, da participação compartilhada dos alunos, e da corresponsabilidade demonstrada pelos pais.
This dissertation is the result of an ethnographic study, whose goal is to understand the pedagogical innovation process from an experience of education that took place in rural areas in the northeast, in the municipality of Quixabeira, Bahia, that makes the construction of knowledge in multi-class environment. The abundance of challenges in this educational reality brings the researcher to identify and analyze the pedagogical innovation arising from the specificity of this educational work. Thus it is organized into five chapters. In chapter one we bring the core elements of the study presented in the issue. Chapter two is reserved for theoretical foundation. Chapter three brings the morphological elements, ie the presence of locus and research methodology subject. The fourth chapter presents the data found. Already the fifth chapter is geared to specific analysis of the investigated. Finally the closing remarks. Theory is based on Piaget's studies (2000, 2008), Pappert (1995, 2008), Fine (2001, 2004, 2007, 2008, 2011), Sousa (2000, 2002, 2004), Freire (2005, 2007, 2011 ), Vygotsky (2003), Morin (2000, 2002, 2003, 2007), Woods (1999), Tofller (1970, 2012), Lapassade (1972, 1982, 1983, 2005), Molina (2011), Arroyo (2011 ) and other key concepts that underline this work. Throughout the study after data collection and analysis, it was found that there are clear elements of innovation in the study pedagogical practice by setting up this finding in the pedagogical act, from the teacher's initiatives, the shared participation of students, and responsibility shown by parents.
This dissertation is the result of an ethnographic study, whose goal is to understand the pedagogical innovation process from an experience of education that took place in rural areas in the northeast, in the municipality of Quixabeira, Bahia, that makes the construction of knowledge in multi-class environment. The abundance of challenges in this educational reality brings the researcher to identify and analyze the pedagogical innovation arising from the specificity of this educational work. Thus it is organized into five chapters. In chapter one we bring the core elements of the study presented in the issue. Chapter two is reserved for theoretical foundation. Chapter three brings the morphological elements, ie the presence of locus and research methodology subject. The fourth chapter presents the data found. Already the fifth chapter is geared to specific analysis of the investigated. Finally the closing remarks. Theory is based on Piaget's studies (2000, 2008), Pappert (1995, 2008), Fine (2001, 2004, 2007, 2008, 2011), Sousa (2000, 2002, 2004), Freire (2005, 2007, 2011 ), Vygotsky (2003), Morin (2000, 2002, 2003, 2007), Woods (1999), Tofller (1970, 2012), Lapassade (1972, 1982, 1983, 2005), Molina (2011), Arroyo (2011 ) and other key concepts that underline this work. Throughout the study after data collection and analysis, it was found that there are clear elements of innovation in the study pedagogical practice by setting up this finding in the pedagogical act, from the teacher's initiatives, the shared participation of students, and responsibility shown by parents.
Description
Keywords
Educação do campo Classe multisseriada Etnografia Inovação pedagógica Multi-environment class Pedagogical innovation Ethonography Education field Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais