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O universo da leitura além das quatro paredes: uma possibilidade de inovação pedagógica?
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Abstract(s)
A inovação pedagógica surge como reflexo do rompimento de paradigmas que perpetuam práticas pedagógicas tradicionais. Nesse contexto, esta dissertação buscou investigar se ela ocorreu diante do universo da leitura dos alunos da turma do 5º ano do Ensino Fundamental do Colégio Santa Joana D’Arc, localizado no município de Garanhuns/PE/Brasil – situação que surgiu da necessidade de se refletir sobre as práticas pedagógicas em relação a esse eixo na formação escolar. É um estudo que se justificou pela proposta de colocar em evidência a leitura, um elemento tão importante e fundamental, em diálogo com a inovação pedagógica, com o intuito de reconhecer possíveis avanços qualitativos no ensino de Língua Portuguesa. Tomouse como objetivo geral da pesquisa investigar se há inovação pedagógica na prática/ensino do eixo da leitura na referida turma. Como objetivos específicos, teve-se: i) observar as aulas de Língua Portuguesa da turma supracitada e seu ambiente de aprendizagem; ii) identificar de que maneira os recursos estão sendo utilizados em sala de aula pelo professor e pelos alunos nas aulas relacionadas ao eixo da leitura; e iii) analisar se as práticas pedagógicas desenvolvidas na turma podem ser consideradas inovadoras. Para tanto, a investigação adotou uma abordagem qualitativa de cunho etnográfico em que se utilizaram como processos e instrumentos de coleta de dados a observação participante, a análise de documentos, o diário de campo, fotografias e entrevistas para decifrar a realidade do fenômeno investigado. Diante do percurso, percebeu-se que o ato criativo da leitura se deu além das quatro paredes da sala de aula, perpassando o conhecimento de forma holística, que culminou numa aprendizagem significativa e autônoma na vida dos aprendizes a partir do trabalho com o gênero crônica. Tal feito permitiu visualizar, na prática, a ocorrência de inovação pedagógica.
Pedagogical innovation emerges as a reflection of the breakdown of paradigms that perpetuate traditional pedagogical practices. In this context, this dissertation sought to investigate whether it occurred in the face of the reading universe of the 5th grade class’ students of the Santa Joana D'Arc College, located in the municipality of Garanhuns/PE/Brazil, to reflect on pedagogical practices in relation to this subject matter in school education. It is a study that was justified by the proposal to highlight reading, an element so important and fundamental, in dialogue with pedagogical innovation, with the intention of recognizing possible qualitative advances in the teaching of Portuguese Language. It was taken as a general objective of the research to investigate if there is pedagogical innovation in the practice/teaching of the reading axis in the pointed class. Specific objectives were: i) to observe the Portuguese language classes of the above-mentioned class and their learning environment; ii) to identify how the resources are being used in the classroom by the teacher and students in the lessons related to the axis of reading; and iii) to analyze if the pedagogical practices developed in the class can be considered innovative. In order to do so, the research adopted a qualitative ethnographic approach in which participant observation, document analysis, field diary, photographs and interviews were used as processes and instruments of data collection to decipher the reality of the phenomenon investigated. In front of the course, it was noticed that the creative act of reading occurred beyond the four walls of the classroom, permeating knowledge in a holistic way, culminating in a significant and autonomous learning in the lives of learners from work with the chronicle genre. This made it possible to visualize, in practice, the occurrence of pedagogical innovation.
Pedagogical innovation emerges as a reflection of the breakdown of paradigms that perpetuate traditional pedagogical practices. In this context, this dissertation sought to investigate whether it occurred in the face of the reading universe of the 5th grade class’ students of the Santa Joana D'Arc College, located in the municipality of Garanhuns/PE/Brazil, to reflect on pedagogical practices in relation to this subject matter in school education. It is a study that was justified by the proposal to highlight reading, an element so important and fundamental, in dialogue with pedagogical innovation, with the intention of recognizing possible qualitative advances in the teaching of Portuguese Language. It was taken as a general objective of the research to investigate if there is pedagogical innovation in the practice/teaching of the reading axis in the pointed class. Specific objectives were: i) to observe the Portuguese language classes of the above-mentioned class and their learning environment; ii) to identify how the resources are being used in the classroom by the teacher and students in the lessons related to the axis of reading; and iii) to analyze if the pedagogical practices developed in the class can be considered innovative. In order to do so, the research adopted a qualitative ethnographic approach in which participant observation, document analysis, field diary, photographs and interviews were used as processes and instruments of data collection to decipher the reality of the phenomenon investigated. In front of the course, it was noticed that the creative act of reading occurred beyond the four walls of the classroom, permeating knowledge in a holistic way, culminating in a significant and autonomous learning in the lives of learners from work with the chronicle genre. This made it possible to visualize, in practice, the occurrence of pedagogical innovation.
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Keywords
Inovação pedagógica Língua portuguesa Leitura Ensino fundamental Etnografia Pedagogical innovation Portuguese language Reading Elementary school Ethnography Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais