Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Pinheiro Junior, Emanuel da Conceição
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| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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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: Formação de Formadores
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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/36291
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Resumo: |
The present study is located in Basic Education, in the fundamental teaching stage of the Brazilian public school and aims to enunciate the perspective of pedagogical innovation in the constitution of the Educational Project and in the pedagogical practice of the “Duarte Project”, taking as reference the conception of Integral Education as a principle and also as an integrated and integrative practice for the formation of subjects as central aspects. It is supported by the author's concern and the experience lived in the daily life of a special/experimental project that raised questions, such as: What is pedagogical innovation? What is the difference between pedagogical innovation and diversification of practices? What marks the concept of pedagogical innovation in the school's Educational Project? Faced with these questions, this research aimed to analyze what marks the pedagogical innovation in the curriculum (Educational Project) and in the practice of elementary school teachers in the Special Pedagogical Political Project of EMEF Prof. Antônio Duarte de Almeida - “Duarte Project”, and for that, the following specific objectives were proposed: identify the concept of innovation in the school curriculum; identify whether and how the teacher's practice is one of pedagogical innovation or diversification of practice; and collect notes for the elaboration of a specific training plan. It is based on the theoretical-conceptual assumptions of authors such as: Freire (1987): Hernández (2000): Carbonell (2002), among others. And thus, to achieve the proposed objectives, what the political pedagogical proposal (PPP) presents was used as the initial unit of analysis, the curricular markers and pedagogical devices of the project, the sample records of the teachers' pedagogical practice and also, the notes in the opinion of the Municipal Council of Education of São Paulo (CME/SP) for the approval of the “Duarte Project”. From the methodological point of view, a qualitative approach research was carried out, of the narrative type, André (2013), for understanding the most appropriate methodology for the development of this research project and, above all, for enabling a look (listening) to the subjects involved in their everyday pedagogical practice in dialogue with their teaching knowledge, with their stories, their narratives (individual and collective), their conceptions, their relationships and social and formative interactions, linked to the principles and proposals of the school project. As a data collection instrument, a questionnaire (google forms) was used with questions to characterize the research subjects and an “open question” for teachers and the management team. Prose analysis was used as a procedure to better understand the teaching practice regarding the concepts and conceptions of pedagogical innovation. Finally, this study reiterates the need to reframe the reflective/training movement with coordinators, teachers and the school community, with a view to proposing possible ways to materialize the school's PPP, in a collective, democratic, diverse fabric, integrating knowledge, from the perspective of the integrality of the subjects |
