O Uso do Conceito de Sensemaking para Compreender a Formação em Sala de Aula de Alunos da Educação Básica: o caso da disciplina Sociologia no CEFET/RJ

• Ano de defesa: 2013
• Autor(a) principal: Pedrotti, Allane de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Sistemas de Gestão; Segurança do Trabalho, Meio-ambiente, Gestão pela Qualidade Total
• Palavras-chave em Português: Sensemaking; Sala de Aula; Práticas Didáticas; Gestão do Conhecimento; Sensemaking, Classroom, Teaching Practices, Knowledge Management; CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO
• Link de acesso: https://app.uff.br/riuff/handle/1/20513

The contribution to growth and development of a basic education student is a complex process. Nowadays, curricular requirements are no longer about curricular knowledge only, they surpass it and present extra-currilar issues, suggested by the National Curriculum Parameters and the Law of Guidelines and Bases of Education. School and classroom are both rich environments the enable the exchange of information that guarantees the success of all steps to knowledge. The classroom environment was analyzed by using sensemaking approach, in order to find out how it is possible to comprehend the classroom environmental as a learning organization, collectively formed, as it has been presented in many studies by theorists of organizations. In conclusion, the classroom group reacted according to environmental changes, creating meanings and reducing ambiguities that possibly arised, being possible and desirable to look at classroom as a group, considering that there are formed identities that will be part of the processes of information flows and overall development of students.