Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Picarelli, Ivete
 |
| Orientador(a): |
Brito, Regina Lúcia Giffoni Luz de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| 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: Currículo
|
| Departamento: |
Educação
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| País: |
BR
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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://tede2.pucsp.br/handle/handle/9750
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Resumo: |
This research aimed to check the way how the pedagogical practice takes place in face of the cognitive diversities, shown in this thesis, such as the variability of factors and/or elements which influence on individual learning, in heterogeneous classes at the early years of Elementary School. Thus, the question guiding this research was: ―Which are the conceptions and pedagogical practices that favor teaching and learning, taking into account the cognitive diversity of students in classes, necessarily heterogeneous, at the early years of Elementary School?‖. In order to clearly answer to the question proposed, we conducted a documentary analysis, a bibliographic survey, and a field research. Through documentary analysis, the study analyzed data on the universalization of primary education and the heterogeneity observed in this universalization, some aspects of the Program ―Ler e Escrever‖ and the Program ―Bolsa Alfabetização‖, in addition to the search for documents, such as the initial diagnoses of students and partial feelers recorded by teachers and coordinators. By means of the bibliographical survey, an increased literature review was carried out, addressing the principles, concepts, and assumptions which provide this study with theoretical support. The field research was used to supplement the documentary analysis and the bibliographic survey with the data obtained along with the research subjects, teachers, coordinator, vice principal, and principal at a school of the Cycle I of Elementary School. This thesis contributes to a reflection on teaching and learning in each heterogeneous class as a micro space with multiple interactions that have strong meaning and sense which characterize the teaching work as being also an emotional activity, where the watchful and loving look, the sensitive perception, and intentionality provide the pedagogical practice with meaning |
