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Publication
As práticas pedagógicas na oficina de teatro do grupo ACRA: um olhar sob a ótica da inovação pedagógica
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Advisor(s)
Abstract(s)
A presente pesquisa buscou compreender as práticas pedagógicas na Oficina de Teatro
do Grupo ACRA no município de Campo Formoso, Bahia, Brasil, tentando determinar se as
mesmas são inovadoras. Através de um olhar sob a ótica da Inovação Pedagógica, analisou-se
o grupo em estudo que vem apresentando um conhecimento educativo diferenciado que diante
disso vem propagando resultados que supostamente deixam visíveis os alunos que fazem
parte do grupo, tornando-os diferentes de outros alunos que têm acesso apenas à educação
dentro das escolas do Município de Campo Formoso. Este estudo de caso de natureza
etnográfica decorreu com uma metodologia qualitativa e para a coleta de dados utilizou-se a
observação participante, o diário de campo e as entrevistas abertas. Os sujeitos da pesquisa
foram alunos e monitores do grupo e professores da escola onde estudam os alunos que fazem
parte do grupo e os pais. A pesquisa revelou que o Grupo ACRA desenvolve práticas
pedagógicas diferenciadas que contribuíram muito para a vinculação dos alunos. A
afetividade presenciada durante toda a observação permitiu que os alunos que participam do
grupo obtivessem melhorias no desempenho escolar, e no seu comportamento social.
This research aimed to understand the pedagogical practices in the ACRA Group Theater Workshop in Campo Formoso, Bahia, Brazil, trying to determine if they are innovative. Through a look from the perspective of Pedagogical Innovation, we analyzed the group in study that has been presenting a differentiated educational knowledge that before this has been propagating results that supposedly make visible the students who are part of the group, making them different from other students. who have access only to education within the schools of Campo Formoso. This ethnographic case study was conducted with a qualitative methodology and for data collection we used participant observation, field diary and open interviews. The research subjects were students and group monitors and teachers of the school where they study the students who are part of the group. The research revealed that the ACRA Group develops differentiated pedagogical practices that contributed greatly to the bonding of students. The affectivity witnessed throughout the observation allowed students participating in the group to achieve improvements in school performance and social behavior.
This research aimed to understand the pedagogical practices in the ACRA Group Theater Workshop in Campo Formoso, Bahia, Brazil, trying to determine if they are innovative. Through a look from the perspective of Pedagogical Innovation, we analyzed the group in study that has been presenting a differentiated educational knowledge that before this has been propagating results that supposedly make visible the students who are part of the group, making them different from other students. who have access only to education within the schools of Campo Formoso. This ethnographic case study was conducted with a qualitative methodology and for data collection we used participant observation, field diary and open interviews. The research subjects were students and group monitors and teachers of the school where they study the students who are part of the group. The research revealed that the ACRA Group develops differentiated pedagogical practices that contributed greatly to the bonding of students. The affectivity witnessed throughout the observation allowed students participating in the group to achieve improvements in school performance and social behavior.
Description
Keywords
Prática pedagógica Inovação pedagógica Projeto ACRA Educação não formal Pedagogical practice Pedagogical innovation ACRA project Informal education Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais