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Educação escolar quilombola: perspectivas de práticas pedagógicas inovadoras no contexto da Escola Rural Quilombola de Lage dos Negros
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Abstract(s)
A Educação Escolar Quilombola destina-se ao atendimento de estudantes oriundos de territórios quilombolas rurais e urbanos sendo uma garantia de direito o oferecimento dessa modalidade às comunidades de quilombos, respeitando sua história e os conhecimentos culturais. A presente dissertação em Ciências da Educação – Inovação Pedagógica tem como questionamento primordial se existem práticas pedagógicas inovadoras na Escola Rural Quilombola de Lage dos Negros. Pretendeu-se assim investigar se as práticas desenvolvidas na referida escola contribuem para a construção de contextos de aprendizagem de forma inovadora. Para tanto, utilizou-se uma literatura sobre Inovação Pedagógica, prática pedagógica, ruptura paradigmática e educação escolar quilombola para melhor compreensão tanto da linha de pesquisa, como do objeto de estudo, a fim de contribuir para o enriquecimento do conhecimento construído, a partir da investigação na Escola Rural Quilombola de Lage dos Negros, especificamente na turma do 3º ano “B” do ensino fundamental I. A pesquisa desenvolveu-se utilizando uma metodologia qualitativa de cunho etnográfico, dando ênfase à observação participante, entrevista não-estruturada, recolha de artefactos, análise de documentos oficiais e pessoais e os registros feitos no diário de campo. Desta forma, ao longo da dissertação foi descrita a cultura etnograficamente, a forma como o professor e os alunos enquanto pares colaboradores interagem para solução de problemas que apresentam dia-a-dia e para o desenvolvimento cognitivo e sociocultural dos mesmos e como as práticas pedagógicas desenvolvidas pelo professor e pelos alunos em sala de aula contribuíram sim para a construção e efetivação de uma aprendizagem inovadora, no seio da referida escola, quebrando com as barreiras do ensino instrucionista.
The Quilombo School Education aims at hosting students from rural and urban quilombola regions as a right to guarantee the offer of this type of education to quilombo communities, respecting its history and cultural knowledge. This dissertation in Educational Sciences - Pedagogical Innovation has the primary question whether there are innovative pedagogical practices at Escola Rural de Lage dos Negros. The aim was thus to investigate whether the practices developed in this school contribute to building learning contexts in an innovative way. For this, we used literature on Pedagogical Innovation, pedagogical practice, paradigmatic rupture and quilombola education for better understanding of both the search line, as the object of study in order to contribute to the enrichment of knowledge built from the research at Escola Rural de Lage dos Negros, specifically in the class 3rd year "B" elementary school I. The research was developed using a qualitative methodology of ethnographic nature, with an emphasis on participant observation, unstructured interview, artifacts collection, analysis of official and personal documents and records made in the field diary. Thus, along the dissertation the ethnographic culture was described, how the teacher and the students as peers interact to solving problems they have day-to-day and for cognitive and socio-cultural development of the same, and how pedagogical practices developed by the teacher and the students in the classroom but contributed to the construction and execution of an innovative learning within this school, breaking the barriers of the instructional teaching.
The Quilombo School Education aims at hosting students from rural and urban quilombola regions as a right to guarantee the offer of this type of education to quilombo communities, respecting its history and cultural knowledge. This dissertation in Educational Sciences - Pedagogical Innovation has the primary question whether there are innovative pedagogical practices at Escola Rural de Lage dos Negros. The aim was thus to investigate whether the practices developed in this school contribute to building learning contexts in an innovative way. For this, we used literature on Pedagogical Innovation, pedagogical practice, paradigmatic rupture and quilombola education for better understanding of both the search line, as the object of study in order to contribute to the enrichment of knowledge built from the research at Escola Rural de Lage dos Negros, specifically in the class 3rd year "B" elementary school I. The research was developed using a qualitative methodology of ethnographic nature, with an emphasis on participant observation, unstructured interview, artifacts collection, analysis of official and personal documents and records made in the field diary. Thus, along the dissertation the ethnographic culture was described, how the teacher and the students as peers interact to solving problems they have day-to-day and for cognitive and socio-cultural development of the same, and how pedagogical practices developed by the teacher and the students in the classroom but contributed to the construction and execution of an innovative learning within this school, breaking the barriers of the instructional teaching.
Description
Keywords
Inovação pedagógica Prática pedagógica Ruptura paradigmática Educação escolar quilombola Etnografia da educação Pedagogical innovation Pedagogical practice Paradigmatic rupture Quilombo school education Ethnography of education Brasil Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais