Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/19124 |
Resumo: | This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4184514E7Cruz, Alexandre José2016-09-30T22:04:10Z2016-07-26Cruz, Alexandre José. Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula. 2016. 178 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19124This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomesEsta pesquisa partiu de inquietação oriunda da reflexão sobre os resultados de pesquisa de mestrado sobre o uso de tecnologias na escola. Durante esse estudo verificou-se a dificuldade de os professores das séries iniciais do ensino fundamental para proporem tarefas aos alunos usando microcomputadores recebidos por doação. Assim, surgiu o questionamento e a vontade de verificar como os professores organizam as atividades a serem utilizadas em sala de aula: como se estruturam as aulas e que tipo de formação elas propiciam aos alunos. Optou-se pelo estudo da sala de aula de terceiros anos/séries por entendê-la como lócus privilegiado para compreender e explicar o ensino que ocorre nas classes escolares, sempre a partir do professor, mas, sobretudo, pela posição estratégica dessa série na organização do ensino no percurso da escolarização nas últimas décadas. Para isso valemos inicialmente de amplo espectro de estudos e pesquisas sobre realizadas por décadas. Assim, o objetivo central desta pesquisa foi o de caracterizar aspectos fundamentais do trabalho de duas professoras, em duas escolas e classes escolares do terceiro ano do ensino fundamental, em um município de pequeno porte do interior do estado de São Paulo. A decisão por essa cidade ocorreu por entender que as relações que se sucedem nesses espaços são muito diferentes daquelas que temos nas cidades de grande e médio porte, locais em que pesquisas educacionais já são muito recorrentes. Além da análise dos documentos oficiais dessas escolas, foram feitas observações na sala de aula entre os meses de março a outubro de 2014. Tanto para os procedimentos de observação, coleta quanto análise de dados partiu-se das notas sugeridas por Gimeno (2000) ao indicar pontos indispensáveis para observar a prática docente na classe, já que constrói o conceito de “arquitetura da prática”, que nos permite compreender as características da aula e das práticas por meio das tarefas escolares propostas aos alunos, pontos possíveis enquanto parte fundamental integrante desse conceito. Para ampliar a dimensão qualitativa desse entendimento, também foi utilizado o conceito de taxionomia de Bloom (1974) e seus colaboradores, pois além de caracterizar as tarefas escolares, destaca níveis de qualidade cognitiva, do pensamento mais simples ao mais elaborado. Esta pesquisa indicou que mesmo diante de perfis tão diferenciados dos professores para ensinar, dos objetivos educacionais díspares entre as escolas e de tarefas escolares desiguais na sua caracterização, os alunos avançam pouco nos níveis de cognição, com desenhos de ensino e aprendizagem definindo uma construção em três patamares marcados por três níveis de resultados, formação de três grupos de alunos quanto ao seu aprendizadoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39774/Alexandre%20Jos%c3%a9%20Cruz.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBrasilFaculdade de EducaçãoEnsino FundamentalTerceiro ano do ensino fundamentalTarefas escolares na classeElementary educationThird year of elementary schoolEducational tasks in the classroomCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOTerceiros anos do Ensino Fundamental: castelos de areia da sala de aulaThe third year of elementary school: sand castles in the classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAlexandre José Cruz.pdf.txtAlexandre José Cruz.pdf.txtExtracted texttext/plain340175https://repositorio.pucsp.br/xmlui/bitstream/handle/19124/4/Alexandre%20Jos%c3%a9%20Cruz.pdf.txt317439abe1dd384b3ab2b7365e440390MD54ORIGINALAlexandre José Cruz.pdfAlexandre José Cruz.pdfapplication/pdf4724975https://repositorio.pucsp.br/xmlui/bitstream/handle/19124/2/Alexandre%20Jos%c3%a9%20Cruz.pdf8b578d0f088a644486e621eed1ff0c9dMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
dc.title.alternative.eng.fl_str_mv |
The third year of elementary school: sand castles in the classroom |
title |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
spellingShingle |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula Cruz, Alexandre José Ensino Fundamental Terceiro ano do ensino fundamental Tarefas escolares na classe Elementary education Third year of elementary school Educational tasks in the classroom CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
title_full |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
title_fullStr |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
title_full_unstemmed |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
title_sort |
Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula |
author |
Cruz, Alexandre José |
author_facet |
Cruz, Alexandre José |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4184514E7 |
dc.contributor.author.fl_str_mv |
Cruz, Alexandre José |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Ensino Fundamental Terceiro ano do ensino fundamental Tarefas escolares na classe |
topic |
Ensino Fundamental Terceiro ano do ensino fundamental Tarefas escolares na classe Elementary education Third year of elementary school Educational tasks in the classroom CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Elementary education Third year of elementary school Educational tasks in the classroom |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-09-30T22:04:10Z |
dc.date.issued.fl_str_mv |
2016-07-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Cruz, Alexandre José. Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula. 2016. 178 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19124 |
identifier_str_mv |
Cruz, Alexandre José. Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula. 2016. 178 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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https://tede2.pucsp.br/handle/handle/19124 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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PUC-SP |
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Pontifícia Universidade Católica de São Paulo |
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