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Manifestações culturais e inovação pedagógica: dialogicidade entre educação formal e não formal na comunidade quilombola de Tijuaçu, Bahia
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Abstract(s)
Este estudo investigativo teve como objeto de estudo as manifestações culturais de Tijuaçu e teve como objetivo geral analisar se há inovação pedagógica nos processos que conduzem as manifestações culturais de Tijuaçu e suas implicações para os sujeitos. Para alcançar tal objetivo delimitamos como objetivos específicos: discutir em que se constituem os processos pedagógicos na contemporaneidade e se a inovação pedagógica está presente nas manifestações culturais nas comunidades quilombolas, em especial em Tijuaçu; analisar se a escola formal articula os saberes e elementos culturais locais no processo de construção de uma educação inovadora. Assim, a pesquisa se ancorou no paradigma da pesquisa qualitativa e num estudo de caso com cariz etnográfico tendo o método etnográfico como escolha, utilizando como técnicas de coleta dos dados: observação participante, entrevista semiestruturada, análise de documentos e de imagens por compreender que estas se apresentavam mais adequadas à compreensão do significado dos fatos e fenômenos investigados. O levantamento, análise e interpretação dos dados nos permitiram concluir que os grupos de manifestações culturais constituem formas de transmissão da cultura local, onde exista uma didática interativa de valorização ao trabalho colaborativo e à aprendizagem mediada e carregada de significados. Encontramos a valorização da cultura como forma de identidade, conhecimento crítico e reflexivo, sendo constatada dessa forma, a presença de inovação pedagógica dentro dessas práticas, apesar do futuro dessas manifestações serem alvo de preocupação pelos membros de grupos culturais. Já na Escola Municipal de Primeiro Grau, constatamos ainda de forma enraizada uma prática educativa entre o ensino formal e informal, pois a dialogicidade entre esses dois tipos de conhecimento tendo por veículo as manifestações culturais aparecem limitadas a datas comemorativas. Apesar dessa realidade, também constatamos na escola pesquisada, indícios de inovação pedagógica, pois alguns docentes valorizam em suas práticas o protagonismo do aprendiz, a aprendizagem significativa, assim como sua criticidade, reflexão e autonomia. Essas práticas com foco inovador se fizeram notar principalmente nas aulas de história, ciências e nas do Programa Mais Educação (PME).
This investigative study had as object of studying the cultural manifestations of Tijuaçu and it had as general main goal to analyze if there is pedagogical innovation in the processes that lead to the cultural events of Tijuaçu and its implications for the subject. To attain this goal we delimited as specific objectives: to discuss what constitute the pedagogical innovation processes in the contemporary world and if they are present in the cultural practices in maroon communities, especially in Tijuaçu; to analyze whether the formal education articulates the knowledge and the local cultural elements in the construction process of an innovative education. Thus, the research was anchored in the paradigm of qualitative research and in a case study with ethnographic character having the ethnographic method as a choice, using as techniques of data collection: participant observation, semistructured interview, document and image analysis for understanding that these were more adequate to understand the meaning of the facts and phenomena investigated.. The survey, analysis and interpretation of data allowed us to conclude that the groups of cultural manifestation constitute forms of transmission of local culture where there is an interactive didactic valorization to the collaborative work and mediated and full of meanings learning. We find the valorization of culture as a form of identity, critical and reflexive knowledge, being detected in this way, the presence of pedagogic innovation within these practices, though the future of these manifestation are causing concernment for the members of cultural groups. In the Municipal School of First Degree, we have found in embedded form an educational practice between the formal and informal education, as the dialogue between these two types of knowledge like a form the cultural manifestations appear limited to commemorative dates. Despite this reality, we have also found in the researched school, pedagogical innovation evidence because some teachers value in their practice teaching the apprentice role, meaningful learning, as well as their critical thinking, reflection and autonomy. These practices with innovative focus have seen noted particularly in history, sciences and the More Education Program (MEP) classes.
This investigative study had as object of studying the cultural manifestations of Tijuaçu and it had as general main goal to analyze if there is pedagogical innovation in the processes that lead to the cultural events of Tijuaçu and its implications for the subject. To attain this goal we delimited as specific objectives: to discuss what constitute the pedagogical innovation processes in the contemporary world and if they are present in the cultural practices in maroon communities, especially in Tijuaçu; to analyze whether the formal education articulates the knowledge and the local cultural elements in the construction process of an innovative education. Thus, the research was anchored in the paradigm of qualitative research and in a case study with ethnographic character having the ethnographic method as a choice, using as techniques of data collection: participant observation, semistructured interview, document and image analysis for understanding that these were more adequate to understand the meaning of the facts and phenomena investigated.. The survey, analysis and interpretation of data allowed us to conclude that the groups of cultural manifestation constitute forms of transmission of local culture where there is an interactive didactic valorization to the collaborative work and mediated and full of meanings learning. We find the valorization of culture as a form of identity, critical and reflexive knowledge, being detected in this way, the presence of pedagogic innovation within these practices, though the future of these manifestation are causing concernment for the members of cultural groups. In the Municipal School of First Degree, we have found in embedded form an educational practice between the formal and informal education, as the dialogue between these two types of knowledge like a form the cultural manifestations appear limited to commemorative dates. Despite this reality, we have also found in the researched school, pedagogical innovation evidence because some teachers value in their practice teaching the apprentice role, meaningful learning, as well as their critical thinking, reflection and autonomy. These practices with innovative focus have seen noted particularly in history, sciences and the More Education Program (MEP) classes.
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Keywords
Inovação pedagógica Manifestações culturais Práticas pedagógicas Pedagogical innovation Cultural manifestations Pedagogical practices and meaningful learning Brasil Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais