Loading...
Publication
Um olhar sobre o Centro de Desenvolvimento Socioambiental Barriguda e suas intervenções em comunidades do semiárido baiano em busca da inovação pedagógica
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.25 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Esta pesquisa prospectou ruptura nos processos de ensino e de aprendizagem para além das práticas da escola industrial, a partir da observação de um espaço informal de educação. Pautada em metodologia do tipo etnográfico, acompanhou a itinerância do Projeto SerTão Mulher, desenvolvido em comunidades do Sertão da Bahia pelo Centro de Desenvolvimento Socioambiental Barriguda, buscando conhecer e compreender seus processos pedagógicos, e verificar se fomentavam aprendizagens autênticas e/ou alguma inovação pedagógica.
Apesar de não estar aportado em gadgets, o projeto promoveu interação e integração entre os envolvidos e a construção de forte comunidade de aprendizagem, possibilitada pelos relacionamentos construídos e /ou consolidados a partir dos encontros.
Na caminhada, emergiram questões relativas a direitos humanos, políticas de promoção de igualdade de gênero, formas de combate a violência contra a mulher - entre outras, que à luz dos processos históricos, construíram a sociedade brasileira que, infelizmente, ainda naturaliza o ciclo de violência (física, psicológica, patrimonial, sexual e simbólica) conta grupos sociais “marginalizados” (especialmente a mulheres) - o tipo mais generalizado e menos reconhecido de abuso dos direitos humanos.
No desenvolvimento do projeto, as relações de poder (que compoe o ciclo de violência) foram tratadas em suas dimensões política, econômica e social, caracterizando, creio, o que Macedo (2008; 2013 p. 39) qualifica como atos de currículo.
A observação participante deu o tom da pesquisa pois segui buscando, “a verdadeira compreensão de quem, mergulhado nos fenómenos, se habilita a sentí-los antes de compreendêlos e a vivê-los antes de compreendê-los” (Fino, 2011). Neste processo se deu a minha perfeita “natividade”, que se explicitará no decorrer da descrição (tensa) densa, preconizada pela pesquisa qualitativa.
This research prospects a rupture in the teaching and learning processes beyond the practices of the industrial school, from the observation of an informal space of education. Guided by ethnographic methodology accompanied the itinerary of the SerTão Mulher Project, developed in communities of the Sertão da Bahia by the Center for Socio-environmental Development Barriguda, seeking to know and understand their pedagogical processes, and to verify if they fomented authentic learning and / or some pedagogical innovation. Although not provided in gadgets, the project promoted interaction and integration among those involved, and the construction of a strong learning community, made possible by the relationships built and/or consolidated from the meetings. In the walk emerged issues related to human rights, policies to promote gender equality, ways of combating violence against women - among others, that in the light of historical processes, built the Brazilian society, which unfortunately still naturalizes the cycle of violence (physical, psychological, patrimonial, sexual) into "marginalized" social groups (especially women) - the most widespread and least recognized type of human rights abuse. In the development of the project, the power relations (which compose the cycle of violence) were treated in their political, economic and social dimensions, characterizing, I believe, what Macedo (2008, 2013 p. 39) describes as curriculum acts. Participant observation gave the tone of the research because I kept searching for "the true understanding of who, plunged in phenomena, is enabled to feel them before understanding them and living them before understanding them" (Fino, 2011). In this process my perfect "nativity" was given, which will be explained in the course of the dense (tense) description advocated by qualitative research.
This research prospects a rupture in the teaching and learning processes beyond the practices of the industrial school, from the observation of an informal space of education. Guided by ethnographic methodology accompanied the itinerary of the SerTão Mulher Project, developed in communities of the Sertão da Bahia by the Center for Socio-environmental Development Barriguda, seeking to know and understand their pedagogical processes, and to verify if they fomented authentic learning and / or some pedagogical innovation. Although not provided in gadgets, the project promoted interaction and integration among those involved, and the construction of a strong learning community, made possible by the relationships built and/or consolidated from the meetings. In the walk emerged issues related to human rights, policies to promote gender equality, ways of combating violence against women - among others, that in the light of historical processes, built the Brazilian society, which unfortunately still naturalizes the cycle of violence (physical, psychological, patrimonial, sexual) into "marginalized" social groups (especially women) - the most widespread and least recognized type of human rights abuse. In the development of the project, the power relations (which compose the cycle of violence) were treated in their political, economic and social dimensions, characterizing, I believe, what Macedo (2008, 2013 p. 39) describes as curriculum acts. Participant observation gave the tone of the research because I kept searching for "the true understanding of who, plunged in phenomena, is enabled to feel them before understanding them and living them before understanding them" (Fino, 2011). In this process my perfect "nativity" was given, which will be explained in the course of the dense (tense) description advocated by qualitative research.
Description
Keywords
Mulher Sertão (Brasil) Relações de poder Cultura Inovação pedagógica Aprendizagens autênticas Autonomia Women Power relations Culture Pedagogical innovation Authentic learning Autonomy Centro de Desenvolvimento Socioambiental Barriguda Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais