Loading...
Publication
Assistência mútua no Colégio Luminar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.67 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente dissertação de mestrado em Ciências da Educação - Inovação Pedagógica se
propõe a analisar as práticas pedagógicas desenvolvidas pelo projeto Autonomia dentro
e fora do ambiente escolar vivenciadas no Colégio Luminar no Distrito Pilar – Bahia.
Pretende-se, também, perceber se os aprendizes são os construtores do conhecimento
nos contextos de aprendizagem compartilhado por eles. O projeto desenvolvido pela
escola tem como objetivo proporcionar ambientes em que os discentes construam suas
metas e respectivas estratégias para o alcance dos objetivos traçados pelos alunos no
início do ano letivo. O público alvo são os alunos do oitavo ano com idade entre 13 e 15
anos estudantes da Rede Particular. No processo de investigação essa pesquisa tem
como metodologia qualitativa etnográfica, priorizando a compreensão dos ambientes
onde o projeto se desenvolve e na observação participante tendo como itens norteadores
as seguintes questões da pesquisa: Existe inovação pedagógica nos contextos de
aprendizagem favorecidos pelo projeto Autonomia dentro e fora do ambiente escolar?
Como as atividades se desenvolvem nos contextos de aprendizagem? As práticas
pedagógicas realizadas contribuem para a evolução dos alunos, como pessoas críticas e
autônomas? A fim de responder tais questões, ao longo dessa dissertação de mestrado,
os aspectos observados, descritos e analisados considerando os atores sociais, ambientes
e respectivas práticas desenvolvidas, será retratada a cultura e a relevância das ações e
se revelarão a possibilidade de ruptura paradigmática, inovação pedagógica. Apreciando
os referenciais teóricos que norteiam esse mestrado, desenvolvido de acordo com os
critérios da Universidade da Madeira, e paralelo ao acesso a conceitos essenciais para
essa pesquisa como o Construtivismo, será retratado o projeto valorizando as atividades
realizadas pelo grupo. Em suma, a partir dos aspectos observados, descritos e analisados
por todo o decorrer dessa dissertação, considerando que existe inovação pedagógica nos
diversos ambientes favorecidos pelo projeto evidenciado nesta dissertação.
This Master‟s dissertation in Education Science – Pedagogical Innovation – aims to analyze the pedagogical practices conducted by the project Autonomia inside and outside the school environment at the Luminar School, in the village of Pilar, State of Bahia. It also seeks to find out whether the learners are the ones who construct knowledge in the learning context shared by them. The project conducted by the school aims to provide an environment where learners establish their own goals and respective strategies to reach the objectives set up by themselves in the beginning of the school year. The target is students of the 8th grade, in the 13 to 15 age range, from the private education network. In the investigation process, this research is presented as ethnographic qualitative methodology, prioritizing the understanding of the environments where the project is developed and the participant observation, with the following guiding questions: Is there pedagogical innovation in the learning scenarios encompassed by the project Autonomia inside and outside the school environment? How are the activities conducted in the learning contexts? Do the pedagogical practices conducted contribute to the evolution of the students as critical and autonomous people? In order to answers those questions throughout this dissertation, the aspects observed, described and analyzed considering social actors, environments and respective conducted practices, the culture and importance of the actions will be depicted and the possibility of paradigm disruption and pedagogical innovation will be unfolded. Reflecting upon the theoretical references that guide these master‟s studies, conducted according to the criteria of the Universidade da Madeira, and concurrently with the access to concepts that are essential to this research, such as Constructionism, the project will be described highlighting the activities conducted by the group. In short, based on the aspects observed, described and analyzed throughout this study, it was found that there is pedagogical innovation in all the environments encompassed by the project presented in this dissertation.
This Master‟s dissertation in Education Science – Pedagogical Innovation – aims to analyze the pedagogical practices conducted by the project Autonomia inside and outside the school environment at the Luminar School, in the village of Pilar, State of Bahia. It also seeks to find out whether the learners are the ones who construct knowledge in the learning context shared by them. The project conducted by the school aims to provide an environment where learners establish their own goals and respective strategies to reach the objectives set up by themselves in the beginning of the school year. The target is students of the 8th grade, in the 13 to 15 age range, from the private education network. In the investigation process, this research is presented as ethnographic qualitative methodology, prioritizing the understanding of the environments where the project is developed and the participant observation, with the following guiding questions: Is there pedagogical innovation in the learning scenarios encompassed by the project Autonomia inside and outside the school environment? How are the activities conducted in the learning contexts? Do the pedagogical practices conducted contribute to the evolution of the students as critical and autonomous people? In order to answers those questions throughout this dissertation, the aspects observed, described and analyzed considering social actors, environments and respective conducted practices, the culture and importance of the actions will be depicted and the possibility of paradigm disruption and pedagogical innovation will be unfolded. Reflecting upon the theoretical references that guide these master‟s studies, conducted according to the criteria of the Universidade da Madeira, and concurrently with the access to concepts that are essential to this research, such as Constructionism, the project will be described highlighting the activities conducted by the group. In short, based on the aspects observed, described and analyzed throughout this study, it was found that there is pedagogical innovation in all the environments encompassed by the project presented in this dissertation.
Description
Keywords
Práticas pedagógicas Inovação pedagógica Autonomia Aprendizagem Etnografia Students autonomy Pedagogical practices Pedagogical innovation Learning Ethnography Ciências da Educação – Inovação Pedagógica . Faculdade de Ciências Sociais