Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Cordeiro, Éderson Rodrigues
 |
| Orientador(a): |
Liberali, Fernanda Coelho |
| 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
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| 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: |
https://tede2.pucsp.br/handle/handle/23244
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Resumo: |
This study aims to understand how the use of the multiliteracy pedagogy can contribute to the creation of affective bonds in the classroom with students and teachers of a high school class in a state public school. The creation of affective bonds in the educational context, depart from the identification of the needs that students have presented nowadays, sincewhen approaching realities, knowing the history of students and understanding how external factors impact the way they learn. It is possible to offer stimuli for the construction of knowledge in a more meaningful way with the co-relation of the usefulness of this knowledge, relating their life and their coexistence in society. Given this statement, the multiliteracy pedagogy helps to foment this interplay between realities and contents, since it makes it possible to bring into the classroom the various worldviews that students have. In this way, the research is linked to the professional performance of the researcher, professor of philosophy in high school and the pedagogical practice of the multiliteracy. The theoretical contribution is based on Vygotsky's Theory of Socio-Historical-Cultural Activity, on the contributions of authors investigating the New London Group's multiliteracy, on affection in Espinosa and on Bock's conceptions of youth. The approach was based on the theoretical and methodological basis of the Critical Collaboration Research by Magalhães and Liberali, which aims to provide collaborative relationships among participants, mobilizing critical knowledge about the lived context and its possibilities for transformation. The focus is a public school in the education system of the state of São Paulo and the participants are six teachers, 32 students and a coordinator. The data were produced from the collection instruments: excerpts from the audio recording of the reflective sessions, photographs, registration of a questionnaire printed to the students. Data analysis was performed through the process of describing, informing, confronting and reconstructing pedagogical practices (FREIRE, 1970; SMYTH, 1992). The results indicated a shared approach between the worlds of young people and the school routine, providing significant learning opportunities between students and teachers. The reflective path between the subjects participating in this research, led to the desire to develop elaboration of some training proposals in order to build the movement of continuity in the practice of multiliteracy |
