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Escola, família e comunidade: um elo na prática pedagógica
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Abstract(s)
A presente dissertação é resultado de uma pesquisa que teve como objetivo: compreender se
existe inovação nas práticas pedagógicas na pedagogia da alternância da Escola Família
Agrícola de Antônio Gonçalves - EFAG situada no interior do município de Antônio
Gonçalves-Bahia. Ressaltamos que, as práticas pedagógicas desenvolvidas por essa escola têm
chamado bastante atenção, principalmente por alternar o tempo e os espaços de aprendizagens
desses alunos. Além disso, todo trabalho pedagógico é planejado embasado na realidade dos
sujeitos, por isso, se buscou pesquisar se essas práticas pedagógicas usadas possibilitam chamalas de inovadoras. Assim para verificar a existência buscou-se fazer um aprofundamento teórico
em autores como: Fino, Papert, Toffler, Nozella, Gimonet, Passos e Melo sobre o conceito de
inovação pedagógica, prática pedagógica inovadora e Pedagogia da Alternância para que se
tenha uma certeza acerca do que estava sendo pesquisado. Logo, foram escolhidos como
sujeitos os alunos do 4º ano do Ensino Médio integrado ao curso Técnico em Agropecuária, por
terem mais tempo estudando nesse espaço e uma maior maturidade para responder as
inquietações. Assim, todo trabalho de campo foi realizado por meio da pesquisa qualitativa de
cunho etnográfico, usando a observação participante, a entrevista etnográfica, o grupo focal e a
análise documental para colher os dados necessários. A partir da análise dos dados colhidos,
verificamos que as práticas pedagógicas utilizada na EFAG através da Pedagogia da
Alternância pode serem consideradas inovadoras, pois permite que os alunos participem de
todas as atividades de forma colaborativa, usando sua criatividade, possibilitando uma interação
com a realidade em que eles vivem, neste caso o campo.
This dissertation is the result of a research that aimed to understand whether there is innovation in pedagogical practices in Pedagogy of Alternation of School Family Agricultural Antonio Gonçalves - EFAG situated within the municipality of Antônio Gonçalves-Bahia. We emphasize that pedagogical practices developed by this school has called a lot of attention, mainly by switching the time and the learning spaces of these students. In addition, all pedagogical work is planned based on the reality of the subjects, so we sought to search if these pedagogical practices used has the possibility of being called innovative. So, to check this possibility we sought to make a theoretical deepening in authors such as Fino, Papert, Toffler, Nozella, Gimonet, Passos and Melo about the concept of pedagogical innovation, innovative pedagogical practice and Pedagogy of Alternation in order to be sure about what was being searched. Soon, were chosen as subjects the students of the 4th year of High School integrated with technical course in Agriculture for having more time studying in this space and a more mature to answer concerns. So, all field work was conducted through the qualitative research of ethnographic nature using the participant observation, the ethnographic interview, the focus group and the document analysis to gather the necessary data. From the analysis of the collected data, we found that the pedagogical practices used in EFAG through the Pedagogy of Alternation can be considered innovative because it allows students to participate in all activities collaboratively, using their creativity, enabling an interaction with reality in which they live, in this case the field.
This dissertation is the result of a research that aimed to understand whether there is innovation in pedagogical practices in Pedagogy of Alternation of School Family Agricultural Antonio Gonçalves - EFAG situated within the municipality of Antônio Gonçalves-Bahia. We emphasize that pedagogical practices developed by this school has called a lot of attention, mainly by switching the time and the learning spaces of these students. In addition, all pedagogical work is planned based on the reality of the subjects, so we sought to search if these pedagogical practices used has the possibility of being called innovative. So, to check this possibility we sought to make a theoretical deepening in authors such as Fino, Papert, Toffler, Nozella, Gimonet, Passos and Melo about the concept of pedagogical innovation, innovative pedagogical practice and Pedagogy of Alternation in order to be sure about what was being searched. Soon, were chosen as subjects the students of the 4th year of High School integrated with technical course in Agriculture for having more time studying in this space and a more mature to answer concerns. So, all field work was conducted through the qualitative research of ethnographic nature using the participant observation, the ethnographic interview, the focus group and the document analysis to gather the necessary data. From the analysis of the collected data, we found that the pedagogical practices used in EFAG through the Pedagogy of Alternation can be considered innovative because it allows students to participate in all activities collaboratively, using their creativity, enabling an interaction with reality in which they live, in this case the field.
Description
Keywords
Pedagogia da alternância Inovação pedagógica Prática pedagógica Pedagogy of alternation Pedagogical innovation Pedagogical practice Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais