Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Mileo, Cláudia Damiani
 |
| Orientador(a): |
Cappelletti, Isabel Franchi |
| 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: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/9642
|
Resumo: |
Understanding how school works with the differences, more and more evident in the contemporary world, led us to investigate the meaning that teachers attribute to the error of their students, in classrooms of Fundamental Education I, in the one school of west zone of the city of Sao Paulo. The theoretical foundation that based the reflections of this research guided itself in formative evaluation, in error as strategy of construction of knowledge and in the formation of teachers as feasible possibility of transformation of educational action, being the main theoreticians of reference: FREIRE (1983-2008), VYGOTSKY (1991-1998), NÓVOA (1992-2009), PERRENOUD (1993-2002), ABRECHT (1994), HADJI (1994-2001), LUCKESI (1995-201 1), ALARCÃO (1996-2010), CAPPELLETTI (2001- 2007), IMBERNÓN (2002-2010), ESTEBAN (20 05-2008), TORRE (2007), CURY (2008) and TARDIF (2011). The methodology adopted for the development of this inquiry was based in qualitative research, with procedure of semi-strutured interview of factgathering and, to complement what was shared, the use (choice) of artistic image as an additional form of expression. The results obtained reveal the predominance of an approach that avoids errors on the part of the teachers, with little attention to what the same reveal and an excess of correction in search of a "correct model". The emphasis of the educational work resides in the monitoring of the school performance of the apprentices, expressed in grades, with expectation of achieving similar results. Understanding the information that an error brings and transforming it in something instructive will contribute for a more effective learning for the students, since the errors set o ut a singular form of construction of the knowledge and demand educational actions to be differen tiated. May the formation of teachers be, then, the ally to the fight against school failure, by means of the reflection of propositions that qualify the difference. And that the attraction with the discoveries that are behind the error will open possibilities for such conquests |
