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Farmácia viva como inovação pedagógica: um estudo etnográfico na Escola de Cidadania Anísio da Frota
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Abstract(s)
A presente dissertação discorre sobre uma análise do projeto Farmácia Viva,
com alunos do 6º. ao 8º. ano, na Escola de Cidadania Anízio da Frota, uma
escola da rede municipal de ensino, localizada na cidade de Crateús, no
interior do Estado do Ceará, na região Nordeste do Brasil, no ano de 2017. A
pesquisa objetiva analisar se o projeto Farmácia Viva integra práticas
pedagógicas inovadoras. A pesquisa está dividida em duas partes
fundamentais: na primeira parte, revisão de literatura, aborda sobre o conceito
de inovação pedagógica, educação contextualizada e plantas medicinais, tendo
como aporte teórico Papert (1994), Fino (2007), Sousa (2008), Rodrigues
(2008), Martins (2004), Carvalho (2012). Na segunda parte, discute a
metodologia da pesquisa, fundamentada em autores como Lapassade (2005),
Macedo (2010), Lakatos e Marconi (2003), entre outros. A pesquisa
desenvolvida recorreu ao método qualitativo de natureza etnográfica cujos
dispositivos utilizados para coleta de dados foram observação participante,
entrevista, análise de documentos e diário de campo. Com a recolha dos
referidos dados, realizou-se uma triangulação dos mesmos, concluindo-se que
há práticas inovadoras no referido projeto, onde aprendizes e docentes
quebram paradigmas da educação tradicional, a partir de uma aprendizagem
colaborativa, por meio da interação, autonomia, participação ativa, tornando-se
protagonistas de sua própria aprendizagem. Observa-se que a ruptura no
modelo tradicional de ensino se repercute em aprendizagem significativa por
meio de processos matéticos.
This research discusses an analysis of the Pharmacy Viva project, with 6th to the 8th year of elementary school, at the Anízio da Frota Citizenship School, a school in the municipal education system, located in the city of Crateús, in the country area, in the Northeast region of Brazil, in 2017. This research aims to analyze whether the project Pharmacy Viva integrates innovative pedagogical practices. The research is divided into two fundamental parts: in the first part, literature review, addresses the concept of pedagogical innovation, contextualized education and medicinal plants, with the theoretical contribution Papert (1994), Fino (2007), Sousa (2008), Rodrigues (2008), Martins (2004), Carvalho (2012). In the second part, it discusses the research methodology, based on authors such as Lapassade (2005), Macedo (2010), Lakatos and Marconi (2003), among others. Research developed with a qualitative method of an ethnographic nature whose devices used for data collection were participant observation, interview, document analysis and field diary, with the collection of said data, a triangulation of the same was carried out, it is concluded that there is practice innovative at referred project where apprentices and teachers break paradigms of traditional education, based on collaborative learning, through interaction, autonomy, active participation, becoming protagonists of their own learning. It is observed that the rupture in the traditional model of teaching has repercussions for significant learning through mathematical processes.
This research discusses an analysis of the Pharmacy Viva project, with 6th to the 8th year of elementary school, at the Anízio da Frota Citizenship School, a school in the municipal education system, located in the city of Crateús, in the country area, in the Northeast region of Brazil, in 2017. This research aims to analyze whether the project Pharmacy Viva integrates innovative pedagogical practices. The research is divided into two fundamental parts: in the first part, literature review, addresses the concept of pedagogical innovation, contextualized education and medicinal plants, with the theoretical contribution Papert (1994), Fino (2007), Sousa (2008), Rodrigues (2008), Martins (2004), Carvalho (2012). In the second part, it discusses the research methodology, based on authors such as Lapassade (2005), Macedo (2010), Lakatos and Marconi (2003), among others. Research developed with a qualitative method of an ethnographic nature whose devices used for data collection were participant observation, interview, document analysis and field diary, with the collection of said data, a triangulation of the same was carried out, it is concluded that there is practice innovative at referred project where apprentices and teachers break paradigms of traditional education, based on collaborative learning, through interaction, autonomy, active participation, becoming protagonists of their own learning. It is observed that the rupture in the traditional model of teaching has repercussions for significant learning through mathematical processes.
Description
Keywords
Aprendizagem Inovação pedagógica Etnografia Farmácia viva Matética Learning Pedagogical innovation Ethnography Living pharmacy Mathematics Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais