Experi??ncias pedag??gicas inspiradas na Escola da Ponte

• Autor(a) principal: Nanni, Roseli Margarete de Almeida
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2166
• topic: Escola da Ponte; experi??ncias pedag??gicas; comunidades de aprendizagem; Escola da Ponte; pedagogical experiences; learning communities; Escuela del Puente; experiencia pedag??gica; comunidades de aprendizaje; CIENCIAS HUMANAS::EDUCACAO

This research is a qualitative, bibliographic approach, with documentary analysis and field research. There are innovative pedagogical experiences in municipal public schools in S??o Paulo, such as those of the Municipal Elementary School (EMEFs) ??? Amorim Lima and Campos Salles ??? and the Anchor Project, in Cotia-SP, which adopted teaching practices called learning communities, based on the model of the Escola da Ponte (Bridge School), from the city of Porto, Portugal. Having started its activities in 1976, this school makes the student the protagonist of the construction of knowledge. The object of research of this dissertation are the pedagogical experiences inspired by the Escola da Ponte (Bridge School). The objective is to understand how the planning and implementation of these experiences is made in a public school, the Municipal School of Early Childhood and Elementary Education Professor Ivan Galv??o de Fran??a. The research also has, as specific objectives, to verify what has already been produced on the theme; to check out what the "class" inspired by the pedagogical experiences of the Escola da Ponte (Bridge School) is like and how the passage from a traditional school to a new way of learning occurs. Starting from the theoretical framework constructed from the readings of Edgar Morin, in this dissertation, is made a brief history of the Escola da Ponte (Bridge School) and the Municipal School in question, accompanied by field research in this school and interview with manager and teachers. Next, a description of the implemented methodologies and the analysis of interviews are presented and, finally, it???s evaluated how changes can serve as inspiration to conduct or help people weave knowledge and build a new path to pedagogical practice.