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Educação e inovação pedagógica: uma análise da prática pedagógica de uma escola de campo em Itapipoca-Ceará-Brasil
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Abstract(s)
O presente estudo visou investigar se existe inovação pedagógica nas aulas de Português do 2º ano na escola de campo Nazaré Flor no município de Itapipoca Ceará. O objetivo geral desta pesquisa foi investigar as práticas pedagógicas nessa disciplina, analisando as concepções e os princípios que as norteiam a partir da experiência vivenciada em uma escola do campo no Município de Itapipoca-Ceará. Os objetivos específicos foram: conhecer as práticas pedagógicas da escola do campo de pesquisa; avaliar até que ponto elas são inovadoras; identificar que saberes são privilegiados nesse modelo de escolarização e se atendem às necessidades dos alunos do campo e às concepções defendidas na atualidade para esse referencial de educação. A fundamentação teórica se alicerçou em estudos de autores que abordam essa temática como Fino (2001), Fino e Sousa (2008), Papert (2008) e outros. Metodologicamente, optamos por efetuar um estudo de caso etnográfico na Escola Nazaré Flor, no Município de Itapipoca-CE. Os sujeitos da pesquisa foram a professora de português, o núcleo gestor e alunos do 2º Ano da escola, que consentiram livremente em participar da pesquisa. Os instrumentos de coleta de dados foram inquéritos por questionário, aplicados aos sujeitos da pesquisa (componentes do Núcleo Gestor, docente da disciplina de Português e alunos) e observação participante, além de registros da experiência em fotos, filmes e diário de campo formal, como forma de subsidiar as análises desse estudo. Os dados recolhidos foram tratados mediante metodologia qualitativa, com fundamentação nos autores pesquisados na revisão bibliográfica e qualitativa. Na realização deste trabalho foi possível perceber que havia um fazer pedagógico inovador na proposta do Projeto Político Pedagógico da escola investigada. Concluiu-se que não existem práticas pedagógicas inovadoras no ensino e aprendizagem da disciplina de português. Apesar de o português ser uma perspectiva mais prática, aprender a língua mãe como uma simples disciplina constitui uma forma de melhorar a comunicação, a informação, o conhecimento e a construção de um novo futuro para a sociedade.
The present study aimed to investigate whether there is pedagogical innovation in Portuguese classes of the 2nd year at Nazaré Flor field school in the municipality of Itapipoca Ceará. The general objective of this research was to investigate the pedagogical practices in this discipline, analyzing the conceptions and the principles that guide them from the experience lived in a rural school in the Municipality of Itapipoca-Ceará. The specific objectives were: to know the pedagogical practices of the school in the research field; assess how innovative they are; identify what knowledge is privileged in this model of schooling and meet the needs of students in the field and the concepts currently defended for this educational framework. The theoretical foundation was based on studies by authors who approach this theme such as Fino (2001), Fino and Sousa (2008), Papert (2008), and others. Methodologically, we opted to carry out a case study ethnographic at Escola Nazaré Flor, in Itapipoca-CE. The subjects of the research were the Portuguese teacher, the management group and 2nd year students of the school, who freely consented to participate in the research. The data collection instruments were questionnaire surveys, applied to the research subjects (members of the Management Center, Portuguese teacher and students) and participant observation, in addition to records of experience in photos, films and formal field diaries, as to subsidize the analyzes of this study. The collected data were treated using qualitative methodology, based on the authors researched in the bibliographic and qualitative review. In carrying out this work it was possible to notice that there was an innovative pedagogical approach in the proposal of the Pedagogical Political Project of the investigated school. It was concluded that there are no innovative pedagogical practices in teaching and learning Portuguese. Although Portuguese is a more practical perspective, learning the mother tongue as a simple discipline is a way to improve communication, information, knowledge and the construction of a new future for society.
The present study aimed to investigate whether there is pedagogical innovation in Portuguese classes of the 2nd year at Nazaré Flor field school in the municipality of Itapipoca Ceará. The general objective of this research was to investigate the pedagogical practices in this discipline, analyzing the conceptions and the principles that guide them from the experience lived in a rural school in the Municipality of Itapipoca-Ceará. The specific objectives were: to know the pedagogical practices of the school in the research field; assess how innovative they are; identify what knowledge is privileged in this model of schooling and meet the needs of students in the field and the concepts currently defended for this educational framework. The theoretical foundation was based on studies by authors who approach this theme such as Fino (2001), Fino and Sousa (2008), Papert (2008), and others. Methodologically, we opted to carry out a case study ethnographic at Escola Nazaré Flor, in Itapipoca-CE. The subjects of the research were the Portuguese teacher, the management group and 2nd year students of the school, who freely consented to participate in the research. The data collection instruments were questionnaire surveys, applied to the research subjects (members of the Management Center, Portuguese teacher and students) and participant observation, in addition to records of experience in photos, films and formal field diaries, as to subsidize the analyzes of this study. The collected data were treated using qualitative methodology, based on the authors researched in the bibliographic and qualitative review. In carrying out this work it was possible to notice that there was an innovative pedagogical approach in the proposal of the Pedagogical Political Project of the investigated school. It was concluded that there are no innovative pedagogical practices in teaching and learning Portuguese. Although Portuguese is a more practical perspective, learning the mother tongue as a simple discipline is a way to improve communication, information, knowledge and the construction of a new future for society.
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Keywords
Educação Práticas pedagógicas Inovação pedagógica Aulas de português Brasil Education Pedagogical practices Pedagogical innovation Portuguese classes Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais