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Práticas pedagógicas na aprendizagem da matemática no Ensino Médio de uma escola pública estadual, pertencente à GRE Recife Norte, Pernambuco - Brasil: um olhar etnográfico
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Abstract(s)
A inovação pedagógica pode ser compreendida como a ruptura de paradigmas, implicando em
mudanças no fazer pedagógico; está baseada em intervenções e decisões para tornar o
estudante um ser autônomo. Dessa forma, essa dissertação, que tem como título “Práticas
Pedagógicas na Aprendizagem da Matemática no Ensino Médio de uma Escola Pública
Estadual, pertencente à GRE Recife Norte, Pernambuco - Brasil: Um olhar etnográfico”,
centraliza a seguinte problematização: existe inovação nas práticas pedagógicas de
Matemática na turma do 2º/3° Ano “C” do Ensino Médio da Escola de Referência em Ensino
Médio de Beberibe? Tomou-se, como objetivo geral da pesquisa, investigar se existe inovação
nas práticas pedagógicas de Matemática na referida turma. Como objetivos específicos,
elencamos: i) aprofundar o conceito de Inovação Pedagógica; ii) observar as práticas
pedagógicas na aprendizagem da Matemática na turma de 2º/3° Ano “C” da Escola de
Referência em Ensino Médio de Beberibe; iii) interpretar os dados que foram apresentados
durante as observações das práticas pedagógicas na aprendizagem da Matemática; e, por fim,
iv) verificar se existe inovação nas práticas pedagógicas na aprendizagem da Matemática.
Assim, a investigação adotou uma abordagem qualitativa, de cunho etnográfico. Foram
utilizadas técnicas de coleta de dados e a observação participante, além da análise de
documentos; o diário de campo; fotografias e entrevistas, para compreender a realidade do
fenômeno analisado. Os resultados apontaram que há inovação pedagógica no fazer cotidiano
em sala de aula; nesse cenário, os estudantes demonstraram protagonismo de seu próprio
aprendizado. Na mesma direção, a didática do professor contribuiu para contextualização dos
saberes apreendidos, mediados pela interação entre todos, na forma de incluir, conceber,
vivenciar e praticar a inovação pedagógica.
Pedagogical innovation can be understood as the rupture of paradigms, implying changes in pedagogical practice; based on interventions and decisions to make the student an autonomous human being. Thus, this dissertation, “Pedagogical Practices in the Learning of Mathematics in a Public School, belonging to GRE Recife Norte, Pernambuco - Brazil: An ethnographic look”, problematize the occurs of innovation in the pedagogical practices of mathematics classes in the 2nd/3nd year “C” of Beberibe’s Reference High School. The general objective of the research was to investigate whether there is innovation in the pedagogical practices of mathematics classes in the 2nd/3nd year. The specific objectives were: i) to deepen the concept of Pedagogical Innovation; ii) observe the pedagogical practices in mathematics learning in the 2nd/3nd year of Beberibe’s Reference High School; iii) interpret the data that was presented during the observation of pedagogical practices; and, finally, iv) check if there is innovation in pedagogical practices in mathematics learning. Thus, the investigation adopted a qualitative and ethnographic approach that participant observation, document analysis, construction of a field diary, photographs, and interviews. These technics were used as a tool for data collection to understand the reality of the phenomenon investigated. The results pointed out that there is pedagogical innovation in daily practice in the classroom. The students demonstrated to be the protagonist of their learning. Also, the teacher's didactic contributes to the contextualization of the learned knowledge, mediated by the interaction between all members; in the way of including, conceive, experience, and practice pedagogical innovation.
Pedagogical innovation can be understood as the rupture of paradigms, implying changes in pedagogical practice; based on interventions and decisions to make the student an autonomous human being. Thus, this dissertation, “Pedagogical Practices in the Learning of Mathematics in a Public School, belonging to GRE Recife Norte, Pernambuco - Brazil: An ethnographic look”, problematize the occurs of innovation in the pedagogical practices of mathematics classes in the 2nd/3nd year “C” of Beberibe’s Reference High School. The general objective of the research was to investigate whether there is innovation in the pedagogical practices of mathematics classes in the 2nd/3nd year. The specific objectives were: i) to deepen the concept of Pedagogical Innovation; ii) observe the pedagogical practices in mathematics learning in the 2nd/3nd year of Beberibe’s Reference High School; iii) interpret the data that was presented during the observation of pedagogical practices; and, finally, iv) check if there is innovation in pedagogical practices in mathematics learning. Thus, the investigation adopted a qualitative and ethnographic approach that participant observation, document analysis, construction of a field diary, photographs, and interviews. These technics were used as a tool for data collection to understand the reality of the phenomenon investigated. The results pointed out that there is pedagogical innovation in daily practice in the classroom. The students demonstrated to be the protagonist of their learning. Also, the teacher's didactic contributes to the contextualization of the learned knowledge, mediated by the interaction between all members; in the way of including, conceive, experience, and practice pedagogical innovation.
Description
Keywords
Etnografia Inovação pedagógica Construcionismo Matemática Prática pedagógica Ethnography Pedagogical innovation Constructionism Mathematics Pedagogical practice Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais