Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem

Detalhes bibliográficos
Autor(a) principal: Baum, Virginia Dornelles
Data de Publicação: 2015
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/6572
Resumo: The present work has as a theme the process of learning and schooling, aiming to analyze how the process of learning and schooling of children that study in the first years of elementary school at Colégio de Aplicação da UFRGS is conceived, throughout their participation in the Learning Workshop named Mini-Length Films. Also, it aims to dimension the pedagogic value of those Workshops and their contributions in terms of the children learning process of these attended children, regarding the aspects of overcoming the school discrepancy and the entailment with the learning, as well, it seeks to show the importance of the ludic activities in the school place, specially, regarding to the possibility of exercise the thought authoring. In order to support those analyzes and bring a (Psycho) pedagogic look about the reality here shown, the main authors from Psychopedagogy are used, besides the referential that complete them. The investigation followed the qualitative approach in Education field, in the model of research-action (THIOLENT, 2009), using as collect tool the field diary and school document analyses (written texts developed by the children in the school also descriptive reports). To analyze the data, it was used the Discursive Textual Analyze (MORAES and GALIAZZI, 2011). From the analyze of the collected material, it was possible to notice the way that the learning and schooling processes of the children that participate of the Mini-Length Films Workshop is conceived, also it is ruled to the mystifying believes related to the impossibility or to the not possibility of advancement and the success in the schooling, that is, the child put him/herself, unconsciously, in the symbolic place of the not possibility or possibility of learning, which makes their integral engagement more difficult in the school proposal as a whole, harming the child‘s school performance. Thus, the path that the children go throughout their schooling process ends to be tortuous and full of obstacles. The Learning Workshop, in its turn, from the symbolic place which the children confer (this is a place of ludic pleasure and status in the presence of the other classmates, place of possibility) and of their capacity to work the gathering of the children within his/hers authoring throughout the ludic universe, also it arises as an important pedagogic work methodology in the scholar space, because it ends up acting on the way the children perceive themselves in front of their schooling process, and with this, this process turns to have a different posture in the classroom, being more opened and willing to make adventures in their schooling learning, what ends to reflect in the school improvement and in the entailments that stablish in this space (among pairs, among teacher and student and among the child and his/hers learnings).
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spelling Rozek, Marlene444.147.490-34http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4757803U6943.851.140-72http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4929125Z1Baum, Virginia Dornelles2016-04-07T17:35:20Z2015-12-14http://tede2.pucrs.br/tede2/handle/tede/6572The present work has as a theme the process of learning and schooling, aiming to analyze how the process of learning and schooling of children that study in the first years of elementary school at Colégio de Aplicação da UFRGS is conceived, throughout their participation in the Learning Workshop named Mini-Length Films. Also, it aims to dimension the pedagogic value of those Workshops and their contributions in terms of the children learning process of these attended children, regarding the aspects of overcoming the school discrepancy and the entailment with the learning, as well, it seeks to show the importance of the ludic activities in the school place, specially, regarding to the possibility of exercise the thought authoring. In order to support those analyzes and bring a (Psycho) pedagogic look about the reality here shown, the main authors from Psychopedagogy are used, besides the referential that complete them. The investigation followed the qualitative approach in Education field, in the model of research-action (THIOLENT, 2009), using as collect tool the field diary and school document analyses (written texts developed by the children in the school also descriptive reports). To analyze the data, it was used the Discursive Textual Analyze (MORAES and GALIAZZI, 2011). From the analyze of the collected material, it was possible to notice the way that the learning and schooling processes of the children that participate of the Mini-Length Films Workshop is conceived, also it is ruled to the mystifying believes related to the impossibility or to the not possibility of advancement and the success in the schooling, that is, the child put him/herself, unconsciously, in the symbolic place of the not possibility or possibility of learning, which makes their integral engagement more difficult in the school proposal as a whole, harming the child‘s school performance. Thus, the path that the children go throughout their schooling process ends to be tortuous and full of obstacles. The Learning Workshop, in its turn, from the symbolic place which the children confer (this is a place of ludic pleasure and status in the presence of the other classmates, place of possibility) and of their capacity to work the gathering of the children within his/hers authoring throughout the ludic universe, also it arises as an important pedagogic work methodology in the scholar space, because it ends up acting on the way the children perceive themselves in front of their schooling process, and with this, this process turns to have a different posture in the classroom, being more opened and willing to make adventures in their schooling learning, what ends to reflect in the school improvement and in the entailments that stablish in this space (among pairs, among teacher and student and among the child and his/hers learnings).O presente trabalho tem como tema o processo de aprendizagem e de escolarização, buscando analisar como se dá o processo de aprendizagem e escolarização das crianças que frequentam os Anos Iniciais do Ensino Fundamental do Colégio de Aplicação da Universidade Federal do Rio Grande do Sul (UFRGS), mediante sua participação na Oficina de Aprendizagem denominada Minimetragens. Também, busca dimensionar o valor pedagógico de tais oficinas e suas contribuições no que tange ao processo de escolarização das crianças atendidas quanto aos aspectos da superação das defasagens escolares e da vinculação com a aprendizagem, bem como apurar a importância da ludicidade no espaço escolar, especialmente, no que se refere à possibilidade do exercício de autoria de pensamento. Para sustentar tais análises e trazer um olhar (psico)pedagógico sobre a realidade que se apresenta, faz-se uso dos principais autores da Psicopedagogia, além dos referenciais que os complementam. A investigação seguiu uma abordagem qualitativa em Educação, na modalidade de pesquisa-ação (THIOLENT, 2009), utilizando como instrumentos de coleta o diário de campo e a análise de documentos escolares (textos escritos pelas crianças na escola e pareceres descritivos). Para a análise dos dados, foi utilizada a metodologia da Análise Textual Discursiva (MORAES e GALIAZZI, 2011). A partir da análise do material coletado, foi possível perceber que a forma como se dão os processos de aprendizagem e escolarização das crianças que participaram da Oficina Minimetragens é pautada em crenças mistificantes relacionadas à impossibilidade ou à não possibilidade de avanço e sucesso na escolarização, ou seja, a criança coloca-se, inconscientemente, no lugar simbólico da não possibilidade ou da impossibilidade de aprender, o que dificulta seu engajamento integral nas propostas escolares como um todo, prejudicando seu rendimento escolar. Dessa forma, o caminho que essas crianças trilham na sua escolarização acaba sendo tortuoso e cheio de empecilhos. A Oficina de Aprendizagem, por sua vez, a partir do lugar simbólico que as crianças lhe conferem (lugar esse de prazer lúdico e status perante os demais colegas da escola, lugar de possibilidade) e de sua capacidade de trabalhar o encontro da criança com sua autoria por meio do universo lúdico, surge como importante metodologia de trabalho pedagógico dentro do espaço escolar, pois acaba agindo sobre a forma como a criança se percebe diante de sua escolarização e, com isso, essa passa a ter uma postura diferente em sala de aula, mais aberta e disposta a se aventurar nas suas aprendizagens escolares, o que acaba por se refletir no aproveitamento escolar e nos vínculos que se estabelecem nesse espaço (entre pares, entre professor e aluno e entre a criança e suas aprendizagens).Submitted by Setor de Tratamento da Informação - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:35:20Z No. of bitstreams: 1 DIS_VIRGINIA_DORNELLES_BAUM_COMPLETO.pdf: 10890993 bytes, checksum: 429a9fe7ad0f9e363a4ab6de12a14eb7 (MD5)Made available in DSpace on 2016-04-07T17:35:20Z (GMT). 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dc.title.por.fl_str_mv Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
title Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
spellingShingle Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
Baum, Virginia Dornelles
APRENDIZAGEM
PSICOLOGIA EDUCACIONAL
LUDOPEDAGOGIA
EDUCAÇÃO
CIENCIAS HUMANAS::EDUCACAO
title_short Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
title_full Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
title_fullStr Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
title_full_unstemmed Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
title_sort Minimetragens : um olhar (psico)pedagógico sobre a escolarização através de uma oficina de aprendizagem
author Baum, Virginia Dornelles
author_facet Baum, Virginia Dornelles
author_role author
dc.contributor.advisor1.fl_str_mv Rozek, Marlene
dc.contributor.advisor1ID.fl_str_mv 444.147.490-34
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4757803U6
dc.contributor.authorID.fl_str_mv 943.851.140-72
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4929125Z1
dc.contributor.author.fl_str_mv Baum, Virginia Dornelles
contributor_str_mv Rozek, Marlene
dc.subject.por.fl_str_mv APRENDIZAGEM
PSICOLOGIA EDUCACIONAL
LUDOPEDAGOGIA
EDUCAÇÃO
topic APRENDIZAGEM
PSICOLOGIA EDUCACIONAL
LUDOPEDAGOGIA
EDUCAÇÃO
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The present work has as a theme the process of learning and schooling, aiming to analyze how the process of learning and schooling of children that study in the first years of elementary school at Colégio de Aplicação da UFRGS is conceived, throughout their participation in the Learning Workshop named Mini-Length Films. Also, it aims to dimension the pedagogic value of those Workshops and their contributions in terms of the children learning process of these attended children, regarding the aspects of overcoming the school discrepancy and the entailment with the learning, as well, it seeks to show the importance of the ludic activities in the school place, specially, regarding to the possibility of exercise the thought authoring. In order to support those analyzes and bring a (Psycho) pedagogic look about the reality here shown, the main authors from Psychopedagogy are used, besides the referential that complete them. The investigation followed the qualitative approach in Education field, in the model of research-action (THIOLENT, 2009), using as collect tool the field diary and school document analyses (written texts developed by the children in the school also descriptive reports). To analyze the data, it was used the Discursive Textual Analyze (MORAES and GALIAZZI, 2011). From the analyze of the collected material, it was possible to notice the way that the learning and schooling processes of the children that participate of the Mini-Length Films Workshop is conceived, also it is ruled to the mystifying believes related to the impossibility or to the not possibility of advancement and the success in the schooling, that is, the child put him/herself, unconsciously, in the symbolic place of the not possibility or possibility of learning, which makes their integral engagement more difficult in the school proposal as a whole, harming the child‘s school performance. Thus, the path that the children go throughout their schooling process ends to be tortuous and full of obstacles. The Learning Workshop, in its turn, from the symbolic place which the children confer (this is a place of ludic pleasure and status in the presence of the other classmates, place of possibility) and of their capacity to work the gathering of the children within his/hers authoring throughout the ludic universe, also it arises as an important pedagogic work methodology in the scholar space, because it ends up acting on the way the children perceive themselves in front of their schooling process, and with this, this process turns to have a different posture in the classroom, being more opened and willing to make adventures in their schooling learning, what ends to reflect in the school improvement and in the entailments that stablish in this space (among pairs, among teacher and student and among the child and his/hers learnings).
publishDate 2015
dc.date.issued.fl_str_mv 2015-12-14
dc.date.accessioned.fl_str_mv 2016-04-07T17:35:20Z
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica do Rio Grande do Sul
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dc.publisher.department.fl_str_mv Faculdade de Educação
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