Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Cavalcante, Lúcia de Fátima Bezerra |
| Orientador(a): |
Campos, Elisabete Ferreira Esteves |
| Banca de defesa: |
Valverde, Messias,
Babacov, Lecir Jacinto,
Petráglia, Isabel |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2298
|
Resumo: |
The purpose of the research was to analyze the possibilities of training autonomous students in the early years of elementary school, in a community school, located in the municipality of Leopoldina/MG. It is considered that a school education project, whether in public or private administrative category schools, which aims at building and strengthening a democratic society, is committed to training students with the ability to think for themselves, critically analyzing everyday themes of the reality in which they participate, so that they have a voice and active participation in the school environment and in society. It is understood the role of school education in training students to think and act autonomously and thus be able to prevent alien speeches, political systems and programs with exclusionary and authoritarian practices from dominating or manipulating them; it is necessary that the educational process provoke them to seek scientific knowledge and critical thinking to support their points of view, ideas, decision-making and their actions. In the school routine, for the autonomous formation of students, it is necessary that they participate in decisions about the general organization of the school, time they spent at school and its spaces, the approach of relevant themes for debates, among other possibilities of protagonism. Starting from such budgets, the research aimed to identify how teachers of an elementary school, which declares humanist principles, understand the concept of autonomy and how they are engaged in the construction of students' autonomy. The investigation, with a qualitative approach, is based on observations of school events by the researcher and forwarding open questions to the teachers. Data analyzes are mainly based on Paulo Freire's pedagogy, in addition to authors who address the issue of autonomy. It was concluded that there is no clear understanding of the concept of autonomy on the part of teachers, restricting themselves to an individualistic approach. This understanding limits the pedagogical practices aimed at building student autonomy, indicating the necessary questioning of this reality in the training process of teachers and students.(AU) |
