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As práticas pedagógicas no contexto do ProJovem urbano em Escola Municipal de Petrolina - PE
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Abstract(s)
Este trabalho buscou identificar se as práticas pedagógicas desenvolvidas no contexto do ProJovem Urbano - PJU apresentam inovação pedagógica, considerando práticas inovadoras como as que oportunizam aos aprendizes um ambiente social de aprendizagem colaborativa, tendo a interação como princípio de construção do conhecimento compartilhado, onde se garante a autonomia dos sujeitos para aprender. O PJU na sua estrutura é um programa de correção de fluxo curricular em que o jovem de 18 a 29 anos tem a oportunidade de cursar o Ensino Fundamental em apenas 18 meses. Em sua matriz curricular o programa PJU é formado em três dimensões: Formação Básica, Qualificação Profissional e Participação Cidadã, explorando eixos que unem os tópicos Juventude, Cultura, Cidade, Trabalho, Comunicação, Tecnologia e Cidadania. O estudo foi realizado numa Escola Municipal de periferia da cidade de Petrolina – PE - Brasil, nos anos de 2015 e 2016. Os principais autores utilizados para apoio da tessitura teórico-metodológica do estudo são: Fino, Sousa, Papert, Freire, Vygotsky, Apple, Giroux, Tomaz Tadeu da Silva, Moreira e Silva, Corazza, Rodrigues, Kuhn, Morin, Toffler, André, Macedo, Bardin, Flick, Ludke e André. A pesquisa é qualitativa e a abordagem metodológica um estudo de caso de natureza etnográfica. Os instrumentos, as técnicas e procedimentos que constituíram a base dos dados essenciais para a análise do objeto foram: observação participante, análise documental e entrevistas com os sujeitos da pesquisa. Entre as principais conclusões a que chegamos, a mais segura foi identificar elementos de inovação pedagógica tanto na maioria das práticas pedagógicas quanto na proposta de orientação curricular.
This work sought to identify if the pedagogical practices developed in the context of the Urban ProJovem - PJU present pedagogical innovation, considering innovative practices such as those that give learners a social environment of collaborative learning, having the interaction as a principle of shared knowledge, where it is guaranteed The autonomy of the subjects to learn. The PJU in its structure is a curriculum flow correction program in which the young person from 18 to 29 years old has the opportunity to attend elementary school in just 18 months. In its curricular matrix the PJU program is formed in three dimensions: Basic Training, Professional Qualification and Citizen Participation, exploring axes that unite the topics Youth, Culture, City, Work, Communication, Technology and Citizenship. The study was carried out at a Municipal School in the outskirts of the city of Petrolina - PE - Brazil, in the years 2015 and 2016. The main authors used to support the theoretical-methodological framework of the study are: Fino, Sousa, Papert, Freire, Vygotsky, Apple, Giroux, Tomaz Tadeu da Silva, Moreira e Silva, Corazza, Rodrigues, Kuhn, Morin, Toffler, André, Macedo, Bardin, Flick, Ludke and André. The research is qualitative and the methodological approach is a case study of an ethnographic nature. The instruments, techniques and procedures that formed the basis of the data essential for the analysis of the object were: participant observation, documentary analysis and interviews with the subjects of the research. Among the main conclusions we reached, the safest was to identify elements of pedagogical innovation in both the majority of pedagogical practices and in the proposal of curricular orientation
This work sought to identify if the pedagogical practices developed in the context of the Urban ProJovem - PJU present pedagogical innovation, considering innovative practices such as those that give learners a social environment of collaborative learning, having the interaction as a principle of shared knowledge, where it is guaranteed The autonomy of the subjects to learn. The PJU in its structure is a curriculum flow correction program in which the young person from 18 to 29 years old has the opportunity to attend elementary school in just 18 months. In its curricular matrix the PJU program is formed in three dimensions: Basic Training, Professional Qualification and Citizen Participation, exploring axes that unite the topics Youth, Culture, City, Work, Communication, Technology and Citizenship. The study was carried out at a Municipal School in the outskirts of the city of Petrolina - PE - Brazil, in the years 2015 and 2016. The main authors used to support the theoretical-methodological framework of the study are: Fino, Sousa, Papert, Freire, Vygotsky, Apple, Giroux, Tomaz Tadeu da Silva, Moreira e Silva, Corazza, Rodrigues, Kuhn, Morin, Toffler, André, Macedo, Bardin, Flick, Ludke and André. The research is qualitative and the methodological approach is a case study of an ethnographic nature. The instruments, techniques and procedures that formed the basis of the data essential for the analysis of the object were: participant observation, documentary analysis and interviews with the subjects of the research. Among the main conclusions we reached, the safest was to identify elements of pedagogical innovation in both the majority of pedagogical practices and in the proposal of curricular orientation
Description
Keywords
Inovação pedagógica Práticas pedagógicas ProJovem Urbano Estudo de caso etnográfico Brasil Pedagogical innovation Pedagogical practices Ethnographic case study Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais