Pr??ticas pedag??gicas colaborativas: uma experi??ncia de c??rculos de cultura entre a coordena????o e professores da EJA

• Ano de defesa: 2018
• Autor(a) principal: Queiroz, Fl??via Mariana da Silva
• Orientador(a): Taveira, Adriano Salmar Nogueira e
• Banca de defesa: Taveira, Adriano Salmar Nogueira e, Spigolon, Nima Imaculada, Severino, Francisca Eleodora Santos, Giovanni, Luciana, Bioto-Cavalcanti, Patr??cia Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: c??rculos de cultura; colabora????o; reflex??es pedag??gicas na EJA; Paulo Freire; referencial curricular; projeto pol??tico pedag??gico
• Palavras-chave em Inglês: circles of culture; collaboration; pedagogical reflections in the EJA; Paulo Freire; curricular framework; political pedagogical project
• Palavras-chave em Espanhol: c??rculos de cultura; colaboraci??n; reflexiones pedag??gicas en EJA; Paulo Freire; referencia curricular; proyecto pol??tico pedag??gico
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1911

The present research-intervention had as an object an experience with C??rculo de Cultura, having as subjects of research polyvalent and licensed teachers that work in the Education of Young and Adults (EJA) at the Escola de Prefeitura de Guarulhos "EPG Hamilton F??lix de Souza" in the region metropolitan of S??o Paulo. The reflective meetings with the researcher, who was also a pedagogical coordinator in the modality under study, were recorded and later analyzed some reflections that allowed the demonstration of the potentiality of the Culture Circles encouraged by the researcher as research methodology in teacher training, a space of questions without answers with a perspective of action-reflection-action, raising the possibility of implementing the Pedagogical Political Project (PPP) of the school studied and the Table of Knowledge, a curricular reference of the municipality. This work also demonstrated the importance of collaboration in the construction of groups and the teaching itself in its autonomy for the development of possible shared practices that walk to the student, from schooling in the EJA, transform their consciousness and life trajectory. This research demonstrated that the C??rculo de Cultura methodology promotes participation and the exchange of experience, in an emancipatory reflection that increases the autonomy and collaboration, which reverberates in an educative act surpassing the naive conscience.