Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
NEVES, ANTONIO REGINALDO
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| Orientador(a): |
Stefenon, Daniel Luiz
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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: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1898
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Resumo: |
The present thesis delimits its research problem from the search for the meaning that school has for young people in the rural area of the municipality of Prudentópolis (PR). The research aimed to understand what relationship it has with the knowledge of such students, analyzing its implications for the constitution of a fruitful environment of interaction among subjects that show different social identities and expectations for the future. The study sought to raise elements that challenge the teacher in his pedagogical practice, in order to serve as sources for the construction of pedagogical intervention strategies pertinent to the context where the study took place. In order to do so, the theoretical foundations on Bernard Charlot's (1996, 2000, 2001, 2013) notion of relationship with knowledge were explored to build the analysis categories of the research, which had its fieldwork carried out with high school students from schools located in the rural area of the city of Prudentópolis. It is qualitative study, carried out using two research instruments: structured questionnaires and Charlot's dissertative tool, the balance of knowledge. The result is that the students' relationships with information, particularly their representations of knowledge, tend to oscillate between two poles of influence. The first is concerned with the more institutionalized information provided by schools, which is linked to the worlds of labor and personal survival, and the second is more concerned with the world of knowledge for life, which has the community and family as its primary references. It is hoped that the findings presented here will contribute to a better understanding of the expectations, anxieties, and concerns that characterize these students' relationships with school and knowledge, enabling us the recognition of the elements that help understand the meaning of schooling in their lives and their roles in the future project that they create for themselves. |
