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Os projetos estruturantes "Tempos de Arte Literária" e "Festival Anual da Canção Estudantil"
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| 2.38 MB | Adobe PDF |
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Abstract(s)
O modelo de Escola que possuímos não contribui para a formação de indivíduos para atuarem na sociedade moderna e também dificulta a aplicação de novas concepções voltadas para uma adaptação qualitativa destes indivíduos. A presente pesquisa buscou analisar a prática pedagógica existente nos Projetos Estruturantes “Festival Anual da Canção Estudantil” (FACE) e “Tempos de Arte Literária” (TAL), implementados pela Secretaria de Educação do Estado da Bahia em sua rede de escolas, e perceber se esses projetos configuram-se ou não como práticas pedagógicas inovadoras que buscam responder à demanda atual por educação. O estudo consistiu em analisar as contribuições advindas dos referidos projetos para a construção de uma prática pedagógica que possibilite ao mesmo tempo uma inserção social qualitativa dos alunos e uma formação enquanto indivíduo emancipado e autônomo. A inovação pedagógica implica em mudanças na cultura escolar, e a utilização do método etnográfico passa a ser de suma importância em uma pesquisa que busca justamente compreender e analisar essas mudanças. Adotando uma pesquisa de abordagem etnográfica, o presente estudo buscou descrever o desenvolvimento dos projetos analisados levando em consideração a cultura da escola estudada. Como resultado da análise, foi constatado que as práticas pedagógicas dos referidos projetos levam em consideração a não imposição e a liberdade para aprender, respeitando o direito que cada pessoa tem de utilizar sua experiência da maneira que lhe é própria, o que possibilita a construção de sentidos individuais através da valorização da experiência e do comportamento volitivo. Colocar a experiência individual como foco das interações e as necessidades do aprendiz como fundamento da intervenção constitui uma contribuição significativa desses projetos para a construção de uma prática pedagógica inovadora.
The School model we have does not contribute to the formation of individuals to deal with modern society, also it difficults the application of new concepts aimed at a qualitative adaptation of individuals. This study seeks to analyze the existing pedagogical practice in the Projetos Estruturantes (Structuring Projects): "Festival Anual da Canção Estudantil” - FACE (Annual Festival of Student Song) and "Tempos de Arte Literária” - TAL (Literary Art Times), implemented by the Education Secretary of the State of Bahia in its network of schools, as well as be attentive whether these projects are configured or not as innovative teaching practices that seek to respond to the current demand for education. The Study consisted in analyzing the contributions from the aforementioned projects for the construction of a pedagogical practice that enables both a qualitative social integration of students as well as training as an autonomous and emancipated individual. The pedagogical innovation implies changes in school culture, and the use of Ethnography becomes very important in a study that seeks to precisely understand and analyze these changes. By adopting a research of ethnographic approach, this study aims to describe the development of the analyzed projects taking into account the school culture studied. As a result of analysis, it was found that the pedagogical practices of these projects take into account the nonimposition and freedom to learn, respecting the right each person has of using their experience in a way of its own, allowing the construction of individual meanings by valuing experience and volitional behavior. Placing the individual experience as the focus of interactions and the needs of the learners as a basis for intervention is a significant contribution of these projects to the construction of an innovative pedagogical practice.
The School model we have does not contribute to the formation of individuals to deal with modern society, also it difficults the application of new concepts aimed at a qualitative adaptation of individuals. This study seeks to analyze the existing pedagogical practice in the Projetos Estruturantes (Structuring Projects): "Festival Anual da Canção Estudantil” - FACE (Annual Festival of Student Song) and "Tempos de Arte Literária” - TAL (Literary Art Times), implemented by the Education Secretary of the State of Bahia in its network of schools, as well as be attentive whether these projects are configured or not as innovative teaching practices that seek to respond to the current demand for education. The Study consisted in analyzing the contributions from the aforementioned projects for the construction of a pedagogical practice that enables both a qualitative social integration of students as well as training as an autonomous and emancipated individual. The pedagogical innovation implies changes in school culture, and the use of Ethnography becomes very important in a study that seeks to precisely understand and analyze these changes. By adopting a research of ethnographic approach, this study aims to describe the development of the analyzed projects taking into account the school culture studied. As a result of analysis, it was found that the pedagogical practices of these projects take into account the nonimposition and freedom to learn, respecting the right each person has of using their experience in a way of its own, allowing the construction of individual meanings by valuing experience and volitional behavior. Placing the individual experience as the focus of interactions and the needs of the learners as a basis for intervention is a significant contribution of these projects to the construction of an innovative pedagogical practice.
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Keywords
Modernidade Emancipação Autonomia Inovação pedagógica Etnografia Modernity Emancipation Autonomy Pedagogical innovation Ethnography Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais