Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Silva, Merilu Zarpelon Oliveira |
| Orientador(a): |
Aguiar, Wanda Maria Junqueira de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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: |
https://repositorio.pucsp.br/jspui/handle/handle/24352
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Resumo: |
From the middle school onwards, the curricular content grows, increasing activities such as reading followed by interpretation and questionnaires, creating an apparent disadvantage for students, because they lose the experiences they had in elementary school, of learning while playing. In this context, the current study was intended to understand how the relationship between dis-regard of the students and the proposed activities in the middle school is. The research took place remotely, within the scope of the middle school, with students from a private school in the Sao Paulo City and it had as participants two students of the 9th grade. The research was based on the socio-historical perspective and uses the theoretical assumptions of Vigotski in order to investigate the mediations that constitute school experience and understand the meanings about the regard and dis-regard of the students in school activities. The procedures performed to produce the research data were: interviews, carried out with two students with different profiles from the 9th grade of middle school, they have been interviewed one at a time on different days, through the Skype software remotely, with audio recording of each one. The analysis and interpretation of the produced data took place through the called “Núcleo de Significação”. The analyses carried out demonstrated that: a) researched participants categorize the practical and dynamic activities as enjoyable, b) the students demonstrate resistance when the meaning attributed to school activity is disconnected from the social meaning of the study activity c) students demonstrate more interesting when recognize the school activities as instruments able to match their needs d) students take the blame for their results, making institutions and society not responsible for that. Based on the socio-historical psychology assumptions, it is possible to see the importance of the teacher understand the student, always inserted in a social environment that constitutes its historical singularity, then the teacher can be a mediator who is able to provoke motivation in students, helping them also to reframe the regard and / or dis-regard in school activities |
