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Escola do Campo: quais as possibilidades de inovação nas práticas pedagógicas?
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Abstract(s)
Esta dissertação é resultado de uma investigação desenvolvida na classe multisseriada da Escola Municipal João Evangelista Filho, em Capim Grosso/BA/ Brasil. Pesquisa que se insere no âmbito de uma dissertação de mestrado em Inovação Pedagógica na classe multisseriada visando investigar as possibilidades da inovação em suas práticas pedagógicas. O estudo mostra as mudanças ocorridas nas Escolas do Campo em relação às políticas públicas, decorrentes de movimentos de representantes da sociedade civil, Universidades e Organizações Não Governamentais (ONG´s), dentre outros. Ainda assim, as turmas são rotuladas como sinônimo de atraso e de baixa qualidade por sua organização composta por várias séries, com um único professor, localizadas, em sua grande maioria, em comunidades rurais, com estruturas – física e material – precárias. Vários questionamentos foram formulados e modificados a cada momento que se adentrou no campo de pesquisa. Por conseguinte, esta problematização conduziu a outras interrogações que direcionaram e referenciaram o percurso da pesquisa, elementos fundamentais para compreensão e interpretação sobre o contexto educacional apresentado na escola locus da pesquisa. Enquanto opção metodológica optou-se pela pesquisa qualitativa de abordagem etnográfica, utilizando-se do estudo de caso. Dentre as técnicas optouse pela entrevista semiestruturada, observação participante, além da análise documental. E, na busca duma educação significativa e inovadora podemos ver que, embora o formato de Educação que encontramos não possa ser considerado ideal de Educação do Campo, constatamos que há elementos que indiciam uma ruptura com o paradigma tradicional, sendo eles: as estratégias e práticas pedagógicas de interação entre os alunos, e a comunidade em que a escola estar inserida - dando possibilidade ao diálogo com outros espaços educativos; a contextualização a partir da materialidade da vida desses sujeitos; valorização dos conhecimentos trazidos pelos alunos. E deste modo tornam-se indicadores de alterações consentâneas com a Inovação Pedagógica, na Escola do Campo do município do Nordeste brasileiro.
This dissertation is a result of an investigation carried out in a multi-grade classroom at the João Evangelista Filho Municipal School, in the city of Capim Grosso / BA / Brazil. This research is part of a Master's thesis in Pedagogical Innovation in a multi-grade classroom, aiming to investigate the innovative possibilities of its pedagogical practices. The study shows the changes that occured in the Field Schools in relation to public policies resulting from movements of civil society representatives, universities and non-governmental organizations (NGOs), and others. Even so, the classes are labeled as a synonym of regression and low quality because of their structure which is composed by students of different grades lead by only one teacher, most of them located in rural communities with precarious physical and material structures. Several questions were formulated and modified in each moment that the field of research was accessed. Therefore, this problematization leads to other questionings which directed and referenced the research path, fundamental elements for the comprehension and interpretation of the educational context showed at the school locus of research. It is an ethnographic qualitative case study approach. semi structured interview, participant observation and documentary analysis were chosen as techniques. In the search for a significant and innovative education we can see that, although the education format that we find can not be considered ideal for the Field Education, we verify that there are elements that indicate to rupture with the traditional paradigm: strategies and pedagogical interaction between students and the community in which the school is inserted - making a dialogue with other educative spaces feasible; the contextualization from the materiality of these subjects' lives; valorization of the students knowledge. Thus, they became indicators of appropriate changes for Pedagogical Innovation, in the Field School in a municipality of the Brazilian Northeast.
This dissertation is a result of an investigation carried out in a multi-grade classroom at the João Evangelista Filho Municipal School, in the city of Capim Grosso / BA / Brazil. This research is part of a Master's thesis in Pedagogical Innovation in a multi-grade classroom, aiming to investigate the innovative possibilities of its pedagogical practices. The study shows the changes that occured in the Field Schools in relation to public policies resulting from movements of civil society representatives, universities and non-governmental organizations (NGOs), and others. Even so, the classes are labeled as a synonym of regression and low quality because of their structure which is composed by students of different grades lead by only one teacher, most of them located in rural communities with precarious physical and material structures. Several questions were formulated and modified in each moment that the field of research was accessed. Therefore, this problematization leads to other questionings which directed and referenced the research path, fundamental elements for the comprehension and interpretation of the educational context showed at the school locus of research. It is an ethnographic qualitative case study approach. semi structured interview, participant observation and documentary analysis were chosen as techniques. In the search for a significant and innovative education we can see that, although the education format that we find can not be considered ideal for the Field Education, we verify that there are elements that indicate to rupture with the traditional paradigm: strategies and pedagogical interaction between students and the community in which the school is inserted - making a dialogue with other educative spaces feasible; the contextualization from the materiality of these subjects' lives; valorization of the students knowledge. Thus, they became indicators of appropriate changes for Pedagogical Innovation, in the Field School in a municipality of the Brazilian Northeast.
Description
Keywords
Escola do Campo Inovação pedagógica Prática pedagógica Etnografia Field school Pedagogical innovation Pedagogical practice Ethnography Brasil Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais