O aprender como produção humana : os sentidos subjetivos acerca da aprendizagem produzidos por adolescentes em situação de vulnerabilidade social

• Autor(a) principal: Rocha, Juliana dos Santos
• Data de Publicação: 2016
• 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/6714
• topic: APRENDIZAGEM; ADOLESCENTES - EDUCAÇÃO; VULNERABILIDADE SOCIAL; PSICOLOGIA EDUCACIONAL; EDUCAÇÃO; CIENCIAS HUMANAS::EDUCACAO

This research aims to investigate what the subjective senses produced around learning by socially vulnerable teenagers are, considering the need to establish a space that ponders and discusses the processes of learning and, consequently, teaching these subjects. For such, it is intended to answer the questions that permeate the issue: what influence does the context the teenagers are in have on producing subjective senses around learning? What were these subjects' significant learnings throughout their paths? How do the subjects link learning with the schooling process? On what refers to the theoretical framework, for the understanding of learning as a human process, one uses the presuppositions of philosophy on the perspective of Budapest School, of Socio-historical Psychology and of Psychopedagogy, as a way of comprehending learning as a human production, that happens according to the possibilities of interaction of the subjects, who learn in a dialectical process with the world. To understand the subjective senses, one uses the Socio-historical perspective, based on Vygotsky's and González Rey's presuppositions; still, on the Socio-historical Psychology perspective, it will be sought to comprehend adolescence as a process of human development that is made both historically and culturally. As for the premises that base the proposition, concerning social vulnerability, are according to the perspective of Historical and Dialectical Materialism's theoretical body, considering that social begetting makes situations of social vulnerability, in which thousands of Brazilians, just as the ones from this investigation, are inserted. The research is qualitative by nature and the data collecting procedures refer to focal groups, performed with teenagers, along with the psychopedagogical projective technique Educative Peers (Par Educativo). The sampling is intentional, featuring 10 teenagers residing in a neighborhood in Porto Alegre where drug traffic is strongly instituted; their families consist mostly of one parent only; the access to formal work and cultural property is very lean. The subjects are of ages between 14 and 18. From the data analysis point of view, Discursive Textual Analysis has been used, proposing to analyze and interpret data in qualitative researches and regarding researcher impregnation in the corpus, as to allow that from them emerge the categories brought by the research subjects. Regarding the findings, it is concluded that the subjective senses produced around learning are strongly related to the learning experiences the subjects have had throughout their lives. The fact that learning is not a central aspect of the subjective organization in the community where the subjects live, and the troubles found in formal learning, contribute significantly so the produced emotionality regarding learning is considerably negative, due to, mainly, the lack of awareness of the possibility of learning. However, it is found potential for learning when the subjects find themselves in spaces with more freedom of speech, flexibility and that provide a link to educators who allow them to transit between the symbolic spaces of teacher and learner.