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Sala infantojuvenil da Biblioteca da Madeira: espaço de educação não formal. Contributos para a promoção da autonomia e da interação social
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Abstract(s)
Esta investigação inserida no mestrado em Ciências da Educação – Inovação
Pedagógica tem como objetivo principal descortinar contextos de aprendizagem num
ambiente não formal de aprendizagem, nomeadamente, a sala Infantojuvenil da
Biblioteca Pública Regional.
Numa visão de natureza sociocultural, a aprendizagem ocorre num contexto social,
é partilhada entre os membros de uma comunidade e o conhecimento existe no seio das
comunidades onde as pessoas estão inseridas. Esta visão da aprendizagem como um
fenómeno situado e construído socialmente representa uma mudança fundamental na
forma de analisar a aprendizagem, tendo potencialidades importantes nos modos como é
encarada.
Ao longo do tempo, foi construída uma perceção empírica sobre as potencialidades
do ensino não formal como contributo válido para a educação e formação dos aprendizes.
Desta forma, a procura de uma mudança de paradigma poderá comprovar e reforçar a
necessidade de alterar os trilhos que a escola tem vindo a delimitar. Ser inovador
pressupõe ser reflexivo da sua prática educativa. Assim, surge a necessidade de propor
um novo modelo educacional, no qual o aluno seja o principal agente na construção do
seu próprio conhecimento.
Neste estudo foi realizada uma pesquisa qualitativa de caráter etnográfico, de modo
a verificar se as práticas pedagógicas desenvolvidas na Sala Infantojuvenil são
consideradas inovadoras e se estimulam a autonomia na construção do conhecimento, o
prazer pela descoberta, a iniciativa própria na realização das atividades propostas, a
interação com os outros membros, procurando perceber qual o impacto no processo de
aprendizagem das crianças que frequentam aquele espaço e participam nas atividades
desenvolvidas.
Os instrumentos de recolha de dados foram a entrevista semiestruturada, os
inquéritos por questionário e a observação participante periférica. Os resultados da
investigação apontam para um ambiente com algumas práticas tradicionais, mas que está
em constante evolução e apresentando gradualmente práticas inovadoras.
This research inserted in the master's degree in Educational Sciences - Pedagogical Innovation has as main objective to unveil learning contexts in a non-formal learning environment, namely, the Children's and Youth room of the Regional Public Library. In a sociocultural view, learning takes place in a social context, it is shared among members of a community and knowledge exists within the communities where people are inserted. This view of learning as a socially situated and constructed phenomenon represents a fundamental change in the way of analyzing learning, having important potentialities in the ways in which it is viewed. Over time, an empirical perception was built on the potential of non-formal education as a valid contribution to the education and training of apprentices. In this way, the search for a paradigm shift may prove and reinforce the need to change the tracks that the school has been delimiting. Being innovative presupposes to be reflective of your educational practice. Thus, there is a need to propose a new educational model, in which the student is the main agent in the construction of their own knowledge. In this study, a qualitative research of an ethnographic character was carried out, in order to verify if the pedagogical practices developed in the Children's Room are considered innovative and stimulate autonomy in the construction of knowledge, the pleasure of discovery, the own initiative in carrying out the proposed activities, the interaction with the other members, trying to understand the impact on the learning process of the children who attend that space and participate in the activities developed. The data collection instruments were semi-structured interviews, questionnaire surveys and peripheral participant observation. The results of the investigation point to an environment with some traditional practices, but which is constantly evolving and gradually presenting innovative practices.
This research inserted in the master's degree in Educational Sciences - Pedagogical Innovation has as main objective to unveil learning contexts in a non-formal learning environment, namely, the Children's and Youth room of the Regional Public Library. In a sociocultural view, learning takes place in a social context, it is shared among members of a community and knowledge exists within the communities where people are inserted. This view of learning as a socially situated and constructed phenomenon represents a fundamental change in the way of analyzing learning, having important potentialities in the ways in which it is viewed. Over time, an empirical perception was built on the potential of non-formal education as a valid contribution to the education and training of apprentices. In this way, the search for a paradigm shift may prove and reinforce the need to change the tracks that the school has been delimiting. Being innovative presupposes to be reflective of your educational practice. Thus, there is a need to propose a new educational model, in which the student is the main agent in the construction of their own knowledge. In this study, a qualitative research of an ethnographic character was carried out, in order to verify if the pedagogical practices developed in the Children's Room are considered innovative and stimulate autonomy in the construction of knowledge, the pleasure of discovery, the own initiative in carrying out the proposed activities, the interaction with the other members, trying to understand the impact on the learning process of the children who attend that space and participate in the activities developed. The data collection instruments were semi-structured interviews, questionnaire surveys and peripheral participant observation. The results of the investigation point to an environment with some traditional practices, but which is constantly evolving and gradually presenting innovative practices.
Description
Keywords
Inovação pedagógica Educação não formal Aprendizagem Construcionismo Biblioteca Pedagogical innovation Non formal education Learning Constructionism Library Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais