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Inovação pedagógica numa escola pública: as práticas pedagógicas inovadoras mediadas pelas atividades da oficina Rádio Escola
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Abstract(s)
O presente estudo propõe-se a investigar, à luz das teorias educacionais contemporâneas, particularmente as que enfocam a inovação pedagógica, numa escola pública, as práticas pedagógicas mediadas pelas atividades da oficina Rádio Escola, do Programa Mais Educação, visando verificar se uma situação de construção de conhecimento é entendida como uma cultura emergente que se contrapõe a práticas pedagógicas tradicionais e que pode revelar-se como inovação pedagógica. O estudo divide-se em duas partes. A primeira parte refere-se ao enquadramento teórico que sustenta o estudo, contextualizando a escola e a sociedade diante de transformações socioculturais e econômicas, e discutindo a relação entre a cultura da escola e na escola e as implicações nos processos de aprendizagem numa perspectiva pedagógica inovadora. A segunda parte contempla o estudo propriamente dito através de uma abordagem etnográfica, onde se descreve, analisa e interpreta-se os elementos compreendidos numa ordem particular de organização sociocultural em um dado contexto escolar. Participaram da pesquisa, alunos, professores e grupo gestor de uma escola pública. Como resultados, identificamos que um grupo de alunos participantes da oficina Rádio Escola que convivem no território escolar, construíram em um espaço formativo oficial, uma configuração de uma comunidade de prática mediante interações e mediações compreendidas em relações dialógicas inerentes a uma cultura situada, revelando práticas comunicacionais sociodiscursivas inovadoras que impulsionaram o desenvolvimento de contextos de aprendizagens significativas. Desse modo, pode-se inferir que as atividades realizadas no interior da oficina Rádio Escola são reveladoras de novas configurações pedagógicas ancoradas em práticas socioculturais constituídas através de negociações de significados e sentidos sustentadas e legitimadas de forma autônoma e espontânea, rompendo com uma lógica tradicional de desvinculação entre o mundo da escola e o mundo dos jovens, ensejando protagonismo juvenil no que concerne a construção de aprendizagem e de conhecimentos emergindo assim um processo de inovação pedagógica.
The present study aims to investigate, in the light of contemporary educational theories, particularly those that focus on pedagogical innovation in a public school, the pedagogical practices mediated by the “Rádio Escola” workshop activities of “Mais Educação” Program, in order to verify if a situation of knowledge construction is understood as an emerging culture that contrasts with traditional pedagogical practices and can turn out to be pedagogical innovation. The study is divided into two parts. The first part refers to the theoretical framework that supports the study, contextualizing the school and society in the face of socio-cultural and economic transformations, and discussing the relationship between school culture and the culture in the school and the implications in learning processes in an innovative pedagogical perspective. The second part considers the study itself through an ethnographic approach, where the elements included in a particular order of socio-cultural organization in a given school context are described, analyzed and interpreted. Students, teachers and management group of a public school participated in the research. As results, we identified that a group of students participating in the “Rádio Escola” workshop that lives in the school territory, constructed in an official training space on a community configuration of practice through interactions and mediations understood in dialogical relations inherent to a situated culture, revealing innovative socio-discursive communication practices that fostered the development of meaningful learning contexts. Thus, it can be inferred that the activities carried out inside the “Rádio Escola” workshop reveal new pedagogical configurations anchored in socio-cultural practices constituted through negotiations of meanings and meanings sustained and legitimated in an autonomous and spontaneous way, breaking with a traditional logic of untying between the world of the school and the world of the young, giving juvenile protagonism in what concerns the construction of learning and of knowledge, thus emerging a pedagogical innovation process.
The present study aims to investigate, in the light of contemporary educational theories, particularly those that focus on pedagogical innovation in a public school, the pedagogical practices mediated by the “Rádio Escola” workshop activities of “Mais Educação” Program, in order to verify if a situation of knowledge construction is understood as an emerging culture that contrasts with traditional pedagogical practices and can turn out to be pedagogical innovation. The study is divided into two parts. The first part refers to the theoretical framework that supports the study, contextualizing the school and society in the face of socio-cultural and economic transformations, and discussing the relationship between school culture and the culture in the school and the implications in learning processes in an innovative pedagogical perspective. The second part considers the study itself through an ethnographic approach, where the elements included in a particular order of socio-cultural organization in a given school context are described, analyzed and interpreted. Students, teachers and management group of a public school participated in the research. As results, we identified that a group of students participating in the “Rádio Escola” workshop that lives in the school territory, constructed in an official training space on a community configuration of practice through interactions and mediations understood in dialogical relations inherent to a situated culture, revealing innovative socio-discursive communication practices that fostered the development of meaningful learning contexts. Thus, it can be inferred that the activities carried out inside the “Rádio Escola” workshop reveal new pedagogical configurations anchored in socio-cultural practices constituted through negotiations of meanings and meanings sustained and legitimated in an autonomous and spontaneous way, breaking with a traditional logic of untying between the world of the school and the world of the young, giving juvenile protagonism in what concerns the construction of learning and of knowledge, thus emerging a pedagogical innovation process.
Description
Keywords
Práticas socioculturais Contextos de aprendizagem Rádio escola Protagonismo Inovação pedagógica Etnografia Sociocultural practices Contexts of learning Protagonism Pedagogical innovation Ethnography Ciências da Educação . Faculdade de Ciências Sociais