Minimetragens: um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem

• Ano de defesa: 2015
• Autor(a) principal: Baum, Virginia Dornelles
• Orientador(a): Rozek, Marlene
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: APRENDIZAGEM; PSICOLOGIA EDUCACIONAL; LUDOPEDAGOGIA; EDUCAÇÃO
• Link de acesso: http://hdl.handle.net/10923/7990

The present work has as a theme the process of learning and schooling, aiming to analyze how the process of learning and schooling of children that study in the first years of elementary school at Colégio de Aplicação da UFRGS is conceived, throughout their participation in the Learning Workshop named Mini-Length Films. Also, it aims to dimension the pedagogic value of those Workshops and their contributions in terms of the children learning process of these attended children, regarding the aspects of overcoming the school discrepancy and the entailment with the learning, as well, it seeks to show the importance of the ludic activities in the school place, specially, regarding to the possibility of exercise the thought authoring. In order to support those analyzes and bring a (Psycho) pedagogic look about the reality here shown, the main authors from Psychopedagogy are used, besides the referential that complete them. The investigation followed the qualitative approach in Education field, in the model of research-action (THIOLENT, 2009), using as collect tool the field diary and school document analyses (written texts developed by the children in the school also descriptive reports). To analyze the data, it was used the Discursive Textual Analyze (MORAES and GALIAZZI, 2011).From the analyze of the collected material, it was possible to notice the way that the learning and schooling processes of the children that participate of the Mini-Length Films Workshop is conceived, also it is ruled to the mystifying believes related to the impossibility or to the not possibility of advancement and the success in the schooling, that is, the child put him/herself, unconsciously, in the symbolic place of the not possibility or possibility of learning, which makes their integral engagement more difficult in the school proposal as a whole, harming the child‘s school performance. Thus, the path that the children go throughout their schooling process ends to be tortuous and full of obstacles. The Learning Workshop, in its turn, from the symbolic place which the children confer (this is a place of ludic pleasure and status in the presence of the other classmates, place of possibility) and of their capacity to work the gathering of the children within his/hers authoring throughout the ludic universe, also it arises as an important pedagogic work methodology in the scholar space, because it ends up acting on the way the children perceive themselves in front of their schooling process, and with this, this process turns to have a different posture in the classroom, being more opened and willing to make adventures in their schooling learning, what ends to reflect in the school improvement and in the entailments that stablish in this space (among pairs, among teacher and student and among the child and his/hers learnings).