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Trabalho com projeto interdisciplinar: um estudo no Colégio Luminar
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A presente dissertação é o resultado da pesquisa de Mestrado em Educação –
Inovação Pedagógica, que tem como tema: trabalho com projeto interdisciplinar. O
objetivo que norteou o processo de pesquisa foi compreender como se desenvolve a
prática pedagógica no trabalho com projeto interdisciplinar numa turma de 8º ano do
ensino fundamental do Colégio Luminar, situado no distrito de Pilar, na cidade de
Jaguarari, no estado da Bahia/ Brasil. Para esse fim, a opção foi a pesquisa
qualitativa com estudo de caso de cariz etnográfico, por ser a mais adequada para
investigar os fenômenos educacionais. A fundamentação teórica foi com base nos
autores: Papert, Toffler, Carlos Fino, Japiassu, Fazenda, Freire, Lapassade,
Macedo, entre outros, que serviram de suporte para essa pesquisa. Para coleta de
dados, foram utilizadas as seguintes técnicas: observação participante, entrevista
etnográfica, diário de campo e análise de documentos. Com base na análise dos
dados, em que se pretendeu comprovar a existência da inovação pedagógica,
sabemos que a inovação requer o rompimento com elementos do paradigma fabril,
norteador das práticas tradicionais. Assim, também nos debruçamos em verificar se
o trabalho com projeto interdisciplinar desenvolve aprendizagens significativas. O
que presenciamos foi uma prática pedagógica com projeto interdisciplinar permeada
de novas propostas de atividades, com sujeitos autônomos, tendo acesso à
informação, em que ocorreu plena comunicação, cooperação e colaboração, o que
podemos entender como elementos de uma aprendizagem significativa.
This dissertation is the outcome of the research of the Master’s studies on Education – Pedagogical Innovation, whose subject consists of “work with interdisciplinary project”. The main goal of the research was to understand the development of the pedagogical praxis in the work with interdisciplinary project in a Middle School 8th grade class at Luminar School, in the village of Pilar, in the town of Jaguarari, State of Bahia/Brazil. To that end, the alternative chosen was the qualitative research with case report of ethnographic nature for being the most appropriate to look into the education phenomena. The theoretical background is based on Papert, Toffler, Carlos Fino, Japiassu, Fazenda, Freire, Lapassade, Macedo, among other authors who were the basis of this research. For data selection, here are the techniques used: participating observation, ethnographic interview, field journal and documental analysis. Based on the data analysis, which aimed to prove the existence of pedagogical innovation, it is known that innovation requires the break with elements of the factory paradigm, which guides traditional practices. Thus we aimed to verify whether the work with interdisciplinary project develops significant learning. We witnessed a pedagogical practice with interdisciplinary project permeated by new action proposals, with autonomous individuals, having access to information, in which there was unrestricted communication, co-operation and collaboration, which we can see as elements of significant learning.
This dissertation is the outcome of the research of the Master’s studies on Education – Pedagogical Innovation, whose subject consists of “work with interdisciplinary project”. The main goal of the research was to understand the development of the pedagogical praxis in the work with interdisciplinary project in a Middle School 8th grade class at Luminar School, in the village of Pilar, in the town of Jaguarari, State of Bahia/Brazil. To that end, the alternative chosen was the qualitative research with case report of ethnographic nature for being the most appropriate to look into the education phenomena. The theoretical background is based on Papert, Toffler, Carlos Fino, Japiassu, Fazenda, Freire, Lapassade, Macedo, among other authors who were the basis of this research. For data selection, here are the techniques used: participating observation, ethnographic interview, field journal and documental analysis. Based on the data analysis, which aimed to prove the existence of pedagogical innovation, it is known that innovation requires the break with elements of the factory paradigm, which guides traditional practices. Thus we aimed to verify whether the work with interdisciplinary project develops significant learning. We witnessed a pedagogical practice with interdisciplinary project permeated by new action proposals, with autonomous individuals, having access to information, in which there was unrestricted communication, co-operation and collaboration, which we can see as elements of significant learning.
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Inovação pedagógica Projeto interdisciplinar Prática pedagógica inovadora Aprendizagem significativa Pedagogical innovation Interdisciplinary project Innovative pedagogical practice Significant learning Ciências da Educação – Inovação Pedagógica . Faculdade de Ciências Sociais