Grupos interativos : uma análise de conteúdo sobre a produção acadêmica em bancos de dados nacionais e internacionais

• Ano de defesa: 2018
• Autor(a) principal: Fonseca, Lidianny Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Grupos interativos; Diálogo; Interação; Análise de conteúdo; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Interactive groups; Dialogue; Interaction; Content analysis
• Link de acesso: http://ri.ufmt.br/handle/1/3011

This thesis, linkedto the Graduate Studies in Education Program (PPGEdu/CUR/UFMT) in the researchline of Teacher Education and Educational Public Policies, had as main objective the content analysis of the national and international academic productions, which discuss successful educational actions called Interactive Groups, whose systematization was tied to the following specific objectives: identify the concept of Interactive Groups addressed in national and international publications; systematize the produced knowledge on Interactive Groups and its contributions to overcoming the social inequalities and the improvement of the learning results. Interactive Groups consists of an educational proposal which aims at establishing heterogeneous grouping of students, in which activities of fixation of the content previously worked on in class are conducted. The main idea of the proposal is to contribute with overcoming the indices of school failure and social segregation. The educational model is in line with international scientific theories, highlighting two important factors for the process of teaching and learning: the interactions and the participation in the community. The social relevance of this work lies in the focus given to the proposal of interactive groups – aimed at promoting student success, social and political participation, particularly among social groups vulnerable to social exclusion. Since there are few studies on the subject, this research can contribute to schools that want to develop such a proposal. It is worth highlighting that the theoretical base utilized for the bibliographical review was conducted in books, articles, thesis and dissertations, aiming to cover a material that expressed information of reference to the study of the theme, assessing the contributions and the gaps still present in what is referred to the proposed theme. In treating the results, we consulted on the approach of bibliographical character, allied to the techniques of “Content Analysis”. Among the main theoretical contributions which subsidize this research we highlight the Theory of Communicative Action of Jürgen Habermas (1987); the concept of dialogicity of Paulo Freire (1968); and still, the contributions of the symbolic interactionism of the North American philosophy of George Herbert Mead (1973). Based on the results of this research it can be affirmed that the implementation of the Interactive Groups promotes the overcoming of school failure as it unleashes, by means of social interactions established in class, the acceleration of the learning of the children.