Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Felix, Adriano Gonçalves
 |
| Orientador(a): |
Almeida, Laurinda Ramalho de |
| 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/21362
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Resumo: |
This research had as objective to analyze didactic procedures, that from the interaction teacher-student, contribute to the learning of the child. These pedagogical devices were developed and analyzed within a class of 4th Year of Elementary School, in a public school in Greater São Paulo. As theoretical references of the research, the concepts of Wallon and Freinet were used to understand the learning process and interpersonal relations of the class. This work took as an inspiration some of the pedagogical devices developed at Ponte's school in Portugal, based on the ideas of Freinet and Pacheco, its founder. As a research methodology, the following didactic procedures were developed: roaming diary, letters to the teacher, "I think good / I think bad" mural, assemblies, theater games, mural "I need help / I can help in ...", were applied during the academic year of 2017, together with a group of 25 students, by the teacher and researcher of this dissertation. In order to separate teacher from researcher, a flow chart of the activities was elaborated, and the analysis was done by sampling of documents and observations, and by categories. The results of the research indicated that the child learns more when he is heard and takes the classroom environment as his own. The relations between teacher-student and student-student improved after assemblies and murals, when everyone started to bring the conflicts and difficulties into the group and treat them as part of the context and therefore a problem of all of them. There was a democratization of the environment, in which everyone came to participate in the proposed situations and decisions of the group. The class also became more participatory in class and content, with fewer absences, forming help groups to study. The research concluded that a respectful relationship in teacher-student and pupil-student relations, and a democratization of the classroom environment, promote favorable results in the teaching-learning process for students and teachers. When the teacher is attentive to the affectivity that happens in the relations in the classroom, and is oriented to reflect for the planning of the didactic procedures until its execution, the scholastic performance of the students improves, as well as the performance of the teacher |
