Escola do Campo: quais as possibilidades de inovação nas práticas pedagógicas?

Content Provider	Semantic Scholar
Author	Silva, Suse Gomes Da Costa
Copyright Year	2020
Abstract	This dissertation is a result of an investigation carried out in a multi-grade classroom at the João Evangelista Filho Municipal School, in the city of Capim Grosso / BA / Brazil. This research is part of a Master's thesis in Pedagogical Innovation in a multi-grade classroom, aiming to investigate the innovative possibilities of its pedagogical practices. The study shows the changes that occured in the Field Schools in relation to public policies resulting from movements of civil society representatives, universities and non-governmental organizations (NGOs), and others. Even so, the classes are labeled as a synonym of regression and low quality because of their structure which is composed by students of different grades lead by only one teacher, most of them located in rural communities with precarious physical and material structures. Several questions were formulated and modified in each moment that the field of research was accessed. Therefore, this problematization leads to other questionings which directed and referenced the research path, fundamental elements for the comprehension and interpretation of the educational context showed at the school locus of research. It is an ethnographic qualitative case study approach. semi structured interview, participant observation and documentary analysis were chosen as techniques. In the search for a significant and innovative education we can see that, although the education format that we find can not be considered ideal for the Field Education, we verify that there are elements that indicate to rupture with the traditional paradigm: strategies and pedagogical interaction between students and the community in which the school is inserted making a dialogue with other educative spaces feasible; the contextualization from the materiality of these subjects' lives; valorization of the students knowledge. Thus, they became indicators of appropriate changes for Pedagogical Innovation, in the Field School in a municipality of the Brazilian Northeast. Key-words: Field School, Pedagogical Innovation, Pedagogical practice, Ethnography.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://digituma.uma.pt/bitstream/10400.13/2728/1/MestradoSuseSilva.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article