Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Mastropasqua, Maria Lúcia Zecchinato
 |
| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| 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: |
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/22279
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Resumo: |
This inquiry is born from the concerns about the learning process of children and young people living in conditions of social vulnerability in communities of low income and few opportunities in Paraisópolis and Vila Andrade. These concerns refer not only to the cognitive aspects but also to the difficulties which are not only pedagogical but mainly human regarding the construction of satisfactory interpersonal relations. In the search for solutions to this challenge, the project Learning Communities which has been developed since 1970, by Center of Research in Theories and Practices for Overcoming Inequalities (CREA- Community of Research on Excellence for All), from Barcelona University, has shown the way to reduce inequalities and promote learning in a communicative and innovative way. This institution, has been pointing to a possible way in the attempt of reducing inequalities and promoting learning in an innovative dialogical perspective. Flecha, the creator of the Theory and Practice of Dialogic Learning is based on the Theory of Communicative Action from Habermas and in the possibilities of Dialogic Communication from Freire. Fazenda’s Interdisciplinary Learning approach leads to the necessity of breaking new frontiers of knowledge by exercising communication among people providing participants with new perspectives to enlarge knowledge about the world. The aim of this research is to study qualitatively the practice developed in Escola da Comunidade Vila Andrade by using some consolidated educative actions. The communicative-dialogical practices inserted in environments of aesthetic approach (painting, drawing, music, poetry), mainly classical music as a language, point to the praxis of dialogue, through the lens of Interdisciplinary Learning, which is essential to learning and to human development. The analysis of records of the experiments showed how gradually children and young people were touched by the aesthetics and beauty of knowledge |
