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Pedagogia da alternância e inovação pedagógica: uma pesquisa etnográfica na EFAG, Escola Família Agrícola de Caldeirão do Mulato, Município de António Gonçalves, Estado da Bahia
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A presente investigação, intitulada Pedagogia da Alternância e Inovação Pedagógica: uma Pesquisa Etnográfica na EFAG - Escola Família Agrícola de Caldeirão do Mulato, Município de Antônio Gonçalves, Bahia, tem o propósito de compreender a experiência de uma Escola Rural, referente às definições das práticas pedagógicas em alternância, discutir o processo de autonomia dos aprendizes na construção de conhecimento e as contribuições dos atores sociais, na perspectiva da Inovação Pedagógica. Refletimos sobre a Educação do Campo na perspectiva da proposta pedagógica em alternância para conhecer as práticas pedagógicas. O principal desafio consistiu em verificar se a Inovação Pedagógica é realidade ou apenas possibilidade nesta instituição de ensino. Assim, definimos como objetivos: compreender a pedagogia da alternância, com suas anuências, definição das ações educacionais e elementos de inovação no processo educativo; identificar as práticas pedagógicas em alternância e suas implicações num processo de inovação pedagógica; analisar as práticas pedagógicas em alternância, suas implicações num processo de inovação pedagógica e definir em que medida a EFAG, a partir da pedagogia da alternância desenvolve uma prática pedagógica de fato inovadora. Este estudo de natureza qualitativo teve por base uma metodologia etnográfica na qual recorremos à observação participante, ao diário de bordo, à entrevista semiestruturada e à análise documental. Ao concluir este estudo, podemos afirmar que existe Inovação Pedagógica na escola pesquisada, visto que há quebra de paradigma, pois a escola tem autonomia na construção de um currículo próprio e aplica uma metodologia em consonância com a inovação decorrente da inserção no contexto e da superação de uma prática pedagógica limitada à unilateral intervenção docente.
The present research, entitled Pedagogy of Alternation and Pedagogical Innovation: an Ethnographic Survey at EFAG - Escola Municipal Agrícola de Caldeirão do Mulato, Municipality of Antônio Gonçalves, Bahia, has the purpose of understanding the experience of a Rural School, referring to the definitions of practices Pedagogical work in alternation, discuss the process of autonomy of learners in the construction of knowledge and the contributions of social actors, in the perspective of Pedagogical Innovation. We reflect on the Field Education in the perspective of the pedagogical proposal in alternation to know the pedagogical practices. The main challenge was to verify if the Pedagogical Innovation is reality or only possibility in this educational institution. Thus, we defined as objectives: to understand the pedagogy of alternation, with its consent, definition of educational actions and elements of innovation in the educational process; Identify pedagogical practices in alternation and their implications in a process of pedagogical innovation; To analyze the pedagogical practices in alternation, their implications in a process of pedagogical innovation and to define to what extent the EFAG, from the pedagogy of the alternation develops a pedagogical practice of innovating fact. This qualitative study was based on an ethnographic methodology in which we used the participant observation, the logbook, the semi-structured inter At the conclusion of this study, we can affirm that Pedagogical Innovation exists in the researched school, since there is a paradigm break because the school has autonomy in the construction of its own curriculum and applies a methodology in line with the innovation resulting from the insertion in the context and the overcoming Of a pedagogical practice limited to unilateral teacher intervention. view and the documentary analysis.
The present research, entitled Pedagogy of Alternation and Pedagogical Innovation: an Ethnographic Survey at EFAG - Escola Municipal Agrícola de Caldeirão do Mulato, Municipality of Antônio Gonçalves, Bahia, has the purpose of understanding the experience of a Rural School, referring to the definitions of practices Pedagogical work in alternation, discuss the process of autonomy of learners in the construction of knowledge and the contributions of social actors, in the perspective of Pedagogical Innovation. We reflect on the Field Education in the perspective of the pedagogical proposal in alternation to know the pedagogical practices. The main challenge was to verify if the Pedagogical Innovation is reality or only possibility in this educational institution. Thus, we defined as objectives: to understand the pedagogy of alternation, with its consent, definition of educational actions and elements of innovation in the educational process; Identify pedagogical practices in alternation and their implications in a process of pedagogical innovation; To analyze the pedagogical practices in alternation, their implications in a process of pedagogical innovation and to define to what extent the EFAG, from the pedagogy of the alternation develops a pedagogical practice of innovating fact. This qualitative study was based on an ethnographic methodology in which we used the participant observation, the logbook, the semi-structured inter At the conclusion of this study, we can affirm that Pedagogical Innovation exists in the researched school, since there is a paradigm break because the school has autonomy in the construction of its own curriculum and applies a methodology in line with the innovation resulting from the insertion in the context and the overcoming Of a pedagogical practice limited to unilateral teacher intervention. view and the documentary analysis.
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Keywords
Educação do campo Pedagogia da alternância Inovação pedagógica Bahia (Brasil) Field education Pedagogy of alternation Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais