Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Mastropasqua, Maria Lúcia Zecchinato
 |
| Orientador(a): |
Almeida, Fernando José de
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/39281
|
Resumo: |
This research arose from concerns about the learning expectations of 9th grade adolescents, residents of low-income communities, located in Paraisópolis and Vila Andrade. Understanding how these communities, exposed to adverse situations, manage to maintain the pace and quality of learning is the focus of our research. This problem becomes evident in the search for different ways to overcome gaps in knowledge and socioemotional relationship during the resumption of face-to-face classes in 2022, when the pedagogical work was further intensified in different areas as active, meaningful and reflective learning, in a dialogical way. The research with qualitative approach aims to identify the contributions of the active methodologies use, as presented above, mediated by IKTs (Information and Knowledge Technologies) in this process. For this purpose, a case study of the pedagogical practices at Colégio Visconde de Porto Seguro – Campus Vila Andrade was developed, with a description of the path taken in the return to the face-to-face classes. Regarding data collection, instruments such as document analysis, application of questionnaires, participant observation through narratives, as well as collection of testimonies from students, parents and pedagogical team were used. Mainly, we took as reference the studies and research carried out by Flecha (1997), who created the concept of Learning Communities, based on Habermas’s Communicative Action and Freire’s dialogicity. Considering the possibilities of the active, reflective and dialogical methodologies, we decided to work with the analysis of Interactive Groups (IG) and Dialogic Literary Gatherings (DLG), educational actions of success of the Learning Communities Project. The conducted research on project-based learning (BACICH et al., 2015; BENDER, 2012) linked to technology, also grounded the development of the analysed practices in the use of methodologies that stem from the reality lived by students and bring them the characteristics of an active and reflective learning. The results of this research indicate that the use of such active methodology, with technological mediation, potentiated academic learning permeated by healthy interpersonal relationships. Addressing learning with students in social inequality conditions remains a necessary and complex theme, instigating the continuity of new research, including active dialogical and reflective methodologies mediated by the use of technologies in the learning process |
