O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico

Detalhes bibliográficos
Autor(a) principal: Nery, Patrícia Gonçalves
Data de Publicação: 2009
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
Texto Completo: http://www.bdtd.uerj.br/handle/1/10762
Resumo: The failure at school is one of the most common subjects of discussions in media, academic environment and our society. At first, this research aims to comprehend the historical and social construction of failure at school in Brazil, besides the meaning of that concept and its implication on Brazilian reality nowadays. Since the studies focusing the history of public Brazilian school, we can consider that the failure at school does not have a significant effect on the necessary changes in education recently. It is due to the negative idea brought by the own word concept, besides it is not efficient to show the complexities and ambiguities of school daily situation. Then, this present research goes towards a counterpoint: the study about the construction of education quality in school practices. An ethnographic research of a classroom has been chosen in order to understand the meaning of education quality and the construction processes of pedagogic quality practices in daily school situations. The choice of the school followed some criteria that was fundamental for the observation of the construction of a learning culture in a space where children are supposed to face vulnerable situations to school failure. The public school chosen for this research is part of the municipal educational system in Belo Horizonte. The research was carried out in a classroom which was involved in literacy cycle, that is, children are on the early stage of learning reading and writing. The methodological procedures were the following: active observation, open and semi-structured interviews, analysis of documents of the school and Municipal Secretary of Belo Horizonte, and analysis of materials belonging to students and teacher involved in this research. The second part of this study aims to understand how the education quality is built since the relations established among the classroom, the school, the public policies and the school community, trying to show some of the multiple aspects and movements present in school daily situatiom, that is, its complexity and dinamism. By means of the ethnographic research we can understand the importance of some aspects in the daily school environment, such as: values, attitudes and pedagogical actions related to the co-responsibility between teacher and students in the classroom space; the construction of mutual respect; the importance of collective production and the continuous elaboration of ludic and pleasant activities; the development of differential activities with the same pedagogical goal; the quality of interactions with the cultural classroom background; and the practice of affection and care towards the others. Such factors showed to be fundamental to qualify the children s teaching-learning process during the literacy cycle at the researched school
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spelling Tura, Maria de Lourdes Rangelhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782282P9&dataRevisao=nullPassos, Mailsa Carla Pintohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707964H6Souza, Maria Inês Galvão Flores Marcondes dehttp://lattes.cnpq.br/9002784880708799http://lattes.cnpq.br/1843092055739299Nery, Patrícia Gonçalves2021-01-05T21:57:45Z2018-05-092009-03-27NERY, Patrícia Gonçalves. O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico. 2009. 149 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2009.http://www.bdtd.uerj.br/handle/1/10762The failure at school is one of the most common subjects of discussions in media, academic environment and our society. At first, this research aims to comprehend the historical and social construction of failure at school in Brazil, besides the meaning of that concept and its implication on Brazilian reality nowadays. Since the studies focusing the history of public Brazilian school, we can consider that the failure at school does not have a significant effect on the necessary changes in education recently. It is due to the negative idea brought by the own word concept, besides it is not efficient to show the complexities and ambiguities of school daily situation. Then, this present research goes towards a counterpoint: the study about the construction of education quality in school practices. An ethnographic research of a classroom has been chosen in order to understand the meaning of education quality and the construction processes of pedagogic quality practices in daily school situations. The choice of the school followed some criteria that was fundamental for the observation of the construction of a learning culture in a space where children are supposed to face vulnerable situations to school failure. The public school chosen for this research is part of the municipal educational system in Belo Horizonte. The research was carried out in a classroom which was involved in literacy cycle, that is, children are on the early stage of learning reading and writing. The methodological procedures were the following: active observation, open and semi-structured interviews, analysis of documents of the school and Municipal Secretary of Belo Horizonte, and analysis of materials belonging to students and teacher involved in this research. The second part of this study aims to understand how the education quality is built since the relations established among the classroom, the school, the public policies and the school community, trying to show some of the multiple aspects and movements present in school daily situatiom, that is, its complexity and dinamism. By means of the ethnographic research we can understand the importance of some aspects in the daily school environment, such as: values, attitudes and pedagogical actions related to the co-responsibility between teacher and students in the classroom space; the construction of mutual respect; the importance of collective production and the continuous elaboration of ludic and pleasant activities; the development of differential activities with the same pedagogical goal; the quality of interactions with the cultural classroom background; and the practice of affection and care towards the others. Such factors showed to be fundamental to qualify the children s teaching-learning process during the literacy cycle at the researched schoolUm dos grandes temas presentes nas discussões acadêmicas, midiáticas e entre a sociedade em geral refere-se ao fracasso escolar. Esta pesquisa busca compreender, num primeiro momento, a construção histórica e social do fracasso escolar no Brasil, os significados desse conceito e as suas implicações na realidade brasileira nos dias de hoje. A partir desses estudos, tendo como foco a história da escola pública brasileira, considerou-se que a abordagem do ponto de vista do fracasso escolar pouco favorece as mudanças necessárias atualmente no campo da educação pelo reforço de sentido negativo que o próprio conceito impõe e pela sua falibilidade em desvelar as complexidades e ambigüidades do cotidiano escolar. A presente pesquisa, portanto, caminha para o seu contraponto: o estudo sobre a construção da qualidade educativa nas práticas escolares. Para compreender os significados de qualidade educativa e os processos de construção de práticas pedagógicas de qualidade no cotidiano escolar, optou-se pela pesquisa etnográfica de uma sala de aula. A escolha da escola seguiu alguns critérios fundamentais para que pudesse ser observada a construção de uma cultura de aprendizagem num espaço que, supostamente, reúne crianças em situações de vulnerabilidade ao fracasso escolar. A escola pública selecionada para a pesquisa pertence ao sistema municipal de educação de Belo Horizonte. A pesquisa foi realizada numa sala de aula do ciclo de alfabetização e foram adotados os seguintes procedimentos metodológicos: observação participante, entrevistas abertas e semi-estruturadas, análise de documentos da escola e da secretaria municipal de Belo Horizonte, análise de materiais dos/as alunos/as e da professora, participantes dessa pesquisa. A segunda parte desse estudo busca, portanto, compreender como a qualidade educativa é construída a partir das relações estabelecidas entre a sala de aula, a escola, as políticas públicas e a comunidade escolar, tentando desvelar alguns de seus múltiplos aspectos e movimentos, ou seja, a complexidade e a dinâmica que envolve o cotidiano escolar. Por meio da pesquisa etnográfica, percebeu-se a importância no cotidiano da sala de aula de valores, atitudes e ações pedagógicas voltadas para a co-responsabilização da professora e dos/as alunos/as sobre o espaço da sala de aula; a construção do respeito mútuo; a importância da produção coletiva e da elaboração contínua de atividades lúdicas e prazerosas; o desenvolvimento de atividades diferenciadas com o mesmo objetivo pedagógico; a qualidade das interações com o patrimônio cultural da sala de aula e o exercício do afeto e do cuidado com o outro. Tais fatores se mostraram fundamentais para qualificar o processo ensino-aprendizagem das crianças do ciclo de alfabetização na escola pesquisadaSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:57:45Z No. of bitstreams: 1 Dissert_Patricia Goncalves Nery.pdf: 792607 bytes, checksum: 7e8ba78cf76c13257db40c89c56355dd (MD5)Made available in DSpace on 2021-01-05T21:57:45Z (GMT). No. of bitstreams: 1 Dissert_Patricia Goncalves Nery.pdf: 792607 bytes, checksum: 7e8ba78cf76c13257db40c89c56355dd (MD5) Previous issue date: 2009-03-27application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoFailure at schoolEducation qualityPublic schoolEthnography of pedagogical practiceDaily school situationQualidade educativaEtnografia da prática pedagógicaCotidiano escolarFracasso escolar História BrasilEscolas públicasPesquisa educacionalAtividades criativas na sala de aulaCotidiano escolarCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULAO fracasso escolar e as práticas educativas de qualidade: um estudo etnográficoThe failure at school and the practices of the quality educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissert_Patricia Goncalves Nery.pdfapplication/pdf792607http://www.bdtd.uerj.br/bitstream/1/10762/1/Dissert_Patricia+Goncalves+Nery.pdf7e8ba78cf76c13257db40c89c56355ddMD511/107622024-02-27 12:43:54.292oai:www.bdtd.uerj.br:1/10762Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:54Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.por.fl_str_mv O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
dc.title.alternative.eng.fl_str_mv The failure at school and the practices of the quality education
title O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
spellingShingle O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
Nery, Patrícia Gonçalves
Failure at school
Education quality
Public school
Ethnography of pedagogical practice
Daily school situation
Qualidade educativa
Etnografia da prática pedagógica
Cotidiano escolar
Fracasso escolar História Brasil
Escolas públicas
Pesquisa educacional
Atividades criativas na sala de aula
Cotidiano escolar
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA
title_short O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
title_full O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
title_fullStr O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
title_full_unstemmed O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
title_sort O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico
author Nery, Patrícia Gonçalves
author_facet Nery, Patrícia Gonçalves
author_role author
dc.contributor.advisor1.fl_str_mv Tura, Maria de Lourdes Rangel
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782282P9&dataRevisao=null
dc.contributor.referee1.fl_str_mv Passos, Mailsa Carla Pinto
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707964H6
dc.contributor.referee2.fl_str_mv Souza, Maria Inês Galvão Flores Marcondes de
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9002784880708799
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1843092055739299
dc.contributor.author.fl_str_mv Nery, Patrícia Gonçalves
contributor_str_mv Tura, Maria de Lourdes Rangel
Passos, Mailsa Carla Pinto
Souza, Maria Inês Galvão Flores Marcondes de
dc.subject.eng.fl_str_mv Failure at school
Education quality
Public school
Ethnography of pedagogical practice
Daily school situation
topic Failure at school
Education quality
Public school
Ethnography of pedagogical practice
Daily school situation
Qualidade educativa
Etnografia da prática pedagógica
Cotidiano escolar
Fracasso escolar História Brasil
Escolas públicas
Pesquisa educacional
Atividades criativas na sala de aula
Cotidiano escolar
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA
dc.subject.por.fl_str_mv Qualidade educativa
Etnografia da prática pedagógica
Cotidiano escolar
Fracasso escolar História Brasil
Escolas públicas
Pesquisa educacional
Atividades criativas na sala de aula
Cotidiano escolar
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA
description The failure at school is one of the most common subjects of discussions in media, academic environment and our society. At first, this research aims to comprehend the historical and social construction of failure at school in Brazil, besides the meaning of that concept and its implication on Brazilian reality nowadays. Since the studies focusing the history of public Brazilian school, we can consider that the failure at school does not have a significant effect on the necessary changes in education recently. It is due to the negative idea brought by the own word concept, besides it is not efficient to show the complexities and ambiguities of school daily situation. Then, this present research goes towards a counterpoint: the study about the construction of education quality in school practices. An ethnographic research of a classroom has been chosen in order to understand the meaning of education quality and the construction processes of pedagogic quality practices in daily school situations. The choice of the school followed some criteria that was fundamental for the observation of the construction of a learning culture in a space where children are supposed to face vulnerable situations to school failure. The public school chosen for this research is part of the municipal educational system in Belo Horizonte. The research was carried out in a classroom which was involved in literacy cycle, that is, children are on the early stage of learning reading and writing. The methodological procedures were the following: active observation, open and semi-structured interviews, analysis of documents of the school and Municipal Secretary of Belo Horizonte, and analysis of materials belonging to students and teacher involved in this research. The second part of this study aims to understand how the education quality is built since the relations established among the classroom, the school, the public policies and the school community, trying to show some of the multiple aspects and movements present in school daily situatiom, that is, its complexity and dinamism. By means of the ethnographic research we can understand the importance of some aspects in the daily school environment, such as: values, attitudes and pedagogical actions related to the co-responsibility between teacher and students in the classroom space; the construction of mutual respect; the importance of collective production and the continuous elaboration of ludic and pleasant activities; the development of differential activities with the same pedagogical goal; the quality of interactions with the cultural classroom background; and the practice of affection and care towards the others. Such factors showed to be fundamental to qualify the children s teaching-learning process during the literacy cycle at the researched school
publishDate 2009
dc.date.issued.fl_str_mv 2009-03-27
dc.date.available.fl_str_mv 2018-05-09
dc.date.accessioned.fl_str_mv 2021-01-05T21:57:45Z
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dc.identifier.citation.fl_str_mv NERY, Patrícia Gonçalves. O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico. 2009. 149 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2009.
dc.identifier.uri.fl_str_mv http://www.bdtd.uerj.br/handle/1/10762
identifier_str_mv NERY, Patrícia Gonçalves. O fracasso escolar e as práticas educativas de qualidade: um estudo etnográfico. 2009. 149 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2009.
url http://www.bdtd.uerj.br/handle/1/10762
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dc.publisher.department.fl_str_mv Centro de Educação e Humanidades::Faculdade de Educação
publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
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