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Publication
Inovação pedagógica e aprendizagem na infância: o caso do Projeto Ágape
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Abstract(s)
O desenvolvimento cognitivo, psicológico, físico e intelectual na infância, de maneira integrada, é o maior desafio para os profissionais que atuam na Educação Infantil. Com olhar aguçado, este estudo objetivou verificar se no contexto do Projeto Ágape, existem práticas pedagógicas que promovam a aprendizagem de forma inovadora. A Instituição pesquisada intitulada de Projeto Ágape, é uma ONG, ou seja, uma instituição sem fins lucrativos, que atende crianças de 1 a 7 anos de idade, na modalidade semi-internato e internato, e fica localizado no Bairro Santa Luzia, na cidade de Campo Formoso - Bahia / Brasil. Fundamentando-se nos resultados teóricos, a pesquisa valoriza a prática pedagógica emergente, e a busca incessante pela aprendizagem, na qual o professor atua como mediador e não como principal detentor do saber. O percurso de investigação, desenvolveu-se com a imersão da pesquisadora no ambiente natural dos sujeitos pesquisados, através da abordagem etnográfica; fazendo uso de técnicas e instrumentos como: observação participante, entrevistas não estruturada, fotos, diário de campo, coleta de documentos, entre outros. Os resultados do estudo, revelaram que as ações desenvolvidas dentro da instituição pesquisada, caracterizam uma prática pedagógica inovadora, em que o papel das ações observadas, foi de criar um ambiente propício a aprendizagem, no qual as professoras atuam ao mesmo tempo como facilitadoras e mediadores das habilidades apresentadas pelas crianças, diferenciando do paradigma fabril, em que persiste os modelos tradicionais de muitas instituições.
The cognitive, psychological, physical and intellectual development in childhood, in an integrated way, is the greatest challenge for professionals who work in Early Childhood Education. With a keen eye, this study aimed to verify if in the context of the Agape Project, there are pedagogical practices that promote learning in an innovative way. The research institution, called Agape Project, is an NGO, that is, a non-profit institution that serves children from 1 to 7 years of age, in semi-boarding and internship mode, and is located in Bairro Santa Luzia, in the city Of Campo Formoso - Bahia / Brazil. Based on the theoretical results, the research values the emerging pedagogical practice, and the incessant search for learning, in which the teacher acts as mediator and not as the main holder of knowledge. The research course was developed with the immersion of the researcher in the natural environment of the subjects studied, through the ethnographic approach; Making use of techniques and instruments such as: participant observation, unstructured interviews, photos, field diary, document collection, among others. The results of the study revealed that the actions developed within the research institution characterize an innovative pedagogical practice in which the role of observed actions was to create an environment conducive to learning in which teachers act as facilitators and mediators Of the abilities presented by the children, differing from the factory paradigm, in which the traditional models of many institutions persist.
The cognitive, psychological, physical and intellectual development in childhood, in an integrated way, is the greatest challenge for professionals who work in Early Childhood Education. With a keen eye, this study aimed to verify if in the context of the Agape Project, there are pedagogical practices that promote learning in an innovative way. The research institution, called Agape Project, is an NGO, that is, a non-profit institution that serves children from 1 to 7 years of age, in semi-boarding and internship mode, and is located in Bairro Santa Luzia, in the city Of Campo Formoso - Bahia / Brazil. Based on the theoretical results, the research values the emerging pedagogical practice, and the incessant search for learning, in which the teacher acts as mediator and not as the main holder of knowledge. The research course was developed with the immersion of the researcher in the natural environment of the subjects studied, through the ethnographic approach; Making use of techniques and instruments such as: participant observation, unstructured interviews, photos, field diary, document collection, among others. The results of the study revealed that the actions developed within the research institution characterize an innovative pedagogical practice in which the role of observed actions was to create an environment conducive to learning in which teachers act as facilitators and mediators Of the abilities presented by the children, differing from the factory paradigm, in which the traditional models of many institutions persist.
Description
Keywords
Projeto Ágape Infância Aprendizagem Inovação pedagógica Agape Project Childhood Childhood Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais