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A dinâmica de uma classe multisseriada caracteriza inovação pedagógica?
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Authors
Abstract(s)
Este estudo investigou o processo pedagógico duma classe multisseriada da
zona rural do município de Dormentes-PE, procurando compreender o processo
pedagógico na dinâmica duma classe multisseriada e sua relação com a Inovação
Pedagógica. Foi uma pesquisa qualitativa de abordagem etnográfica, que usou como
técnicas de coleta de dado a observação participante, a entrevista não estruturada e
a análise documental. Toda a investigação foi fundamentada nas concepções teóricas
de: Fino, Sousa, Valente, Papert, Arroyo, Azevedo, Piaget, Freire, entre outros
teóricos que refletem sobre a defasagem formativa da escola atual e as necessidades
de se romper com os paradigmas educacionais antigos, imobilizantes e controladores,
apresentando a Inovação Pedagógica como alternativa para essa ruptura e
construção de nova concepção de educação escolar. Foi possível constatar durante
esta pesquisa que a classe multisseriada como fruto da arrumação social, permitida
pelo sistema de ensino por ser um mecanismo de baixo custo, é uma organização
escolar que foge da padronização do sistema de ensino convencional, sendo um
ambiente pedagógico recheado de multi saberes e idades, que sobrevive na
sociedade abandonada pelo poder público. É também um universo possibilitador e
praticante duma dinâmica pedagógica mobilizante e interativa, instigadora do
envolvimento entre seus sujeitos na busca pela satisfação de suas inquietudes, que
desafia e oportuniza sempre aos aprendentes situações que os envolvem e levam a
construírem seus conhecimentos como aprendizagem escolar.
This study has studied the pedagogical process of a multi-grade class on the rural zone of the municipality of Dormentes-PE, aiming at understanding the pedagogical process in a dynamics of a multi-grade class and its relationship with the pedagogical innovation. It was a qualitative research of an ethnographic approach, which used as techniques of data collection: participant observation, non-structured interview and documental analysis. All research was grounded on Fino, Jesus, Valente, Papert, Arroyo, Azevedo, Piaget and Freire’s theoretical conceptions and research theorists who reflect about the formative lag of the current school and the need of breaking the old educational paradigms that are immobilizers and controllers, presenting pedagogical innovation as an alternative to this breach and the construction of a new conception of school education. During this research it was possible to verify that the multi-grade class is as a result of social organization, allowed by the study system by being a low cost mechanism is school organization which runs away from the standardization of conventional teaching. However, it’s a pedagogical ambience full of multi knowledge and ages, that survives on the society, forsaken by the public power. It’s also a pedagogical universe enabling and practicing a pedagogical dynamics a pedagogical universe enabling and practicing a pedagogical dynamics mobilizing and interactive, instigating the involvement between its individuals into search for satisfaction of their restlessness, that defies and gives the opportunity to the learners to face new situations that involve them and take them to build their knowledge as significant school learning.
This study has studied the pedagogical process of a multi-grade class on the rural zone of the municipality of Dormentes-PE, aiming at understanding the pedagogical process in a dynamics of a multi-grade class and its relationship with the pedagogical innovation. It was a qualitative research of an ethnographic approach, which used as techniques of data collection: participant observation, non-structured interview and documental analysis. All research was grounded on Fino, Jesus, Valente, Papert, Arroyo, Azevedo, Piaget and Freire’s theoretical conceptions and research theorists who reflect about the formative lag of the current school and the need of breaking the old educational paradigms that are immobilizers and controllers, presenting pedagogical innovation as an alternative to this breach and the construction of a new conception of school education. During this research it was possible to verify that the multi-grade class is as a result of social organization, allowed by the study system by being a low cost mechanism is school organization which runs away from the standardization of conventional teaching. However, it’s a pedagogical ambience full of multi knowledge and ages, that survives on the society, forsaken by the public power. It’s also a pedagogical universe enabling and practicing a pedagogical dynamics a pedagogical universe enabling and practicing a pedagogical dynamics mobilizing and interactive, instigating the involvement between its individuals into search for satisfaction of their restlessness, that defies and gives the opportunity to the learners to face new situations that involve them and take them to build their knowledge as significant school learning.
Description
Keywords
Classe multisseriada Dinâmica Interação Ruptura Aprendizagem Inovação pedagógica Multi-grade class Dynamics Interaction Breach Learning Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais