Práticas pedagógicas na educação domiciliar : um estudo de caso em Aracaju-SE

• Ano de defesa: 2019
• Autor(a) principal: Pessoa, Alexsandro Vieira
• Orientador(a): Oliveira, José Mário Aleluia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação domiciliar; Prática de ensino; Aprendizagem; Ensino; Espaços de aprendizagens; Práticas pedagógicas
• Palavras-chave em Inglês: Homeschooling; Learning spaces; Pedagogical practices
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11925

The history of brazilian education highlights the conflicts that have permeated the school system since its inception, highlighting the conflictual situation in which the movement for homeschooling in Brazil is inserted. In view of this, it was proposed, in this study, to enter into the universe of contemporary homeschooling and to know, from a pedagogical perspective, how this educational modality has developed, seeking to recognize the elements that constitute the educational practice of some families. For that, qualitative and bibliographic research, with an exploratory approach, is used in the form of a case study. In the investigative way, it was assumed that the families involved in this process carried out a transfer of the structure and the components of the school form to the scope of the house, although breaking with the institution itself. It is presented an overview of the families that chose homeschooling in Aracaju based on the results of questionnaires applied to the initial sample of thirteen families, privileging, in this interim, an explanation about the pedagogical methods most used by the families researched. After delimitation of the initial sample using pre-established criteria, a more in-depth analysis of the routines and pedagogical practices of three families in particular was made, using questionnaires, interviews and participant observation. Thus, with the insertion in the field and approximation with the immediate reality of the object, new perceptions were presented, although some assumptions have also been shown to be in line with family practice. Thus, although in the educational process of homeschooling school elements may appear, the modality still proposes pedagogical forms that extrapolate the school itinerary, especially in its unschooling variant, which intends an educational proposal built from of the child's interest as opposed to the standardization of school programs.