Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1899 |
Resumo: | To develop the present study, it was established as a general objective to understand the contributions of systemic pedagogy in family and school relationships based on family dynamics. The study is qualitative in nature, characterized as action research based on the methodology of Creative Eco-training Projects (PCE) (TORRE; ZWIEREWICZ, 2009), based on complexity. The research field was developed in a public institution at the Elementary School level, in the municipality of Guarapuava, PR. For data collection, meetings were held based on the methodology of the Creative Ecoformer Projects (PCE), instruments such as: Conversation circle; field diary and online questionnaire were essential to achieve the proposed objectives. Among the authors used, Morin (2000, 2002, 2005,); Hellinger (2009, 2015); Francke (2006, 2009); Vilagines (2009, 2016); Guedes (2015), Torre (2008), Torre and Zwierewicz (2009), Moraes (2010); Rosset (2014); Minuchin (1982, 1988); among others that were fundamental for the development and discussions of the research. The sample consists of 10 (ten) family members of children who were enrolled in the initial grades of elementary school during the 2020 school year. 5 (five) professionals from the educational institution were also part of the sample, two of which were elementary school teachers, director and a supervisor. Data analysis will be based on the narratives of the meetings, on the observations made and noted in the researcher's logbook and through the questionnaire applied. The result achieved with the research based on the narratives made it possible to have a very broad view of the contributions of systemic pedagogy from the point of view of family members, teachers and the potential that this new knowledge can offer for relationships. Systemic knowledge made it possible to reconnect bonds that were fragile and to re-signify lived experiences, resulting in a movement of self-knowledge and belonging. Eco-training allowed a new way of thinking about life beyond individual needs, causing the participants to change their attitude towards the problematic relationship between family and school, once they understood that the path to solution depended on a collaborative behavior between the systems. |
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Vestena, Carla Luciane Blumhttp://lattes.cnpq.br/08635827131792178.628.459-6http://lattes.cnpq.br/1042281119310737SOCOLOSKI, DIENIFFER2022-04-27T17:11:58Z2022-02-16SOCOLOSKI, DIENIFFER. Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional. 2022. 115 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/1899To develop the present study, it was established as a general objective to understand the contributions of systemic pedagogy in family and school relationships based on family dynamics. The study is qualitative in nature, characterized as action research based on the methodology of Creative Eco-training Projects (PCE) (TORRE; ZWIEREWICZ, 2009), based on complexity. The research field was developed in a public institution at the Elementary School level, in the municipality of Guarapuava, PR. For data collection, meetings were held based on the methodology of the Creative Ecoformer Projects (PCE), instruments such as: Conversation circle; field diary and online questionnaire were essential to achieve the proposed objectives. Among the authors used, Morin (2000, 2002, 2005,); Hellinger (2009, 2015); Francke (2006, 2009); Vilagines (2009, 2016); Guedes (2015), Torre (2008), Torre and Zwierewicz (2009), Moraes (2010); Rosset (2014); Minuchin (1982, 1988); among others that were fundamental for the development and discussions of the research. The sample consists of 10 (ten) family members of children who were enrolled in the initial grades of elementary school during the 2020 school year. 5 (five) professionals from the educational institution were also part of the sample, two of which were elementary school teachers, director and a supervisor. Data analysis will be based on the narratives of the meetings, on the observations made and noted in the researcher's logbook and through the questionnaire applied. The result achieved with the research based on the narratives made it possible to have a very broad view of the contributions of systemic pedagogy from the point of view of family members, teachers and the potential that this new knowledge can offer for relationships. Systemic knowledge made it possible to reconnect bonds that were fragile and to re-signify lived experiences, resulting in a movement of self-knowledge and belonging. Eco-training allowed a new way of thinking about life beyond individual needs, causing the participants to change their attitude towards the problematic relationship between family and school, once they understood that the path to solution depended on a collaborative behavior between the systems.Para desenvolver o presente estudo foi estabelecido como objetivo geral compreender as contribuições da pedagogia sistêmica nas relações família e escola a partir das dinâmicas familiares. O estudo é de natureza qualitativa, caracterizando-se como pesquisa ação a partir da metodologia dos Projetos Criativos Ecoformadores (PCE)(TORRE; ZWIEREWICZ, 2009), com base na complexidade. O campo de pesquisa se desenvolveu em uma instituição pública no nível de Ensino Fundamental, no município de Guarapuava, PR. Para coleta de dados foram realizados encontros com base na metodologia dos Projetos Criativos Ecoformadores (PCE), instrumentos como: Roda de conversa; diário de campo e questionário online foram essenciais para alcançar os objetivos propostos. Entre os autores utilizados, destacam-se Morin (2000, 2002, 2005,); Hellinger (2009, 2015); Francke (2006, 2009); Vilagines (2009, 2016); Guedes (2015), Torre (2008), Torre e Zwierewicz (2009), Moraes (2010); Rosset (2014); Minuchin (1982, 1988); entre outros que foram fundamentais para desenvolvimento e discussões da pesquisa. A amostra é constituída por 10 (dez) familiares de crianças que estiveram matriculadas nas séries iniciais do ensino fundamental durante o ano letivo de 2020. Também fizeram parte da amostragem 5 (cinco) profissionais da referida instituição de ensino, sendo duas professoras do ensino fundamental, diretora e uma supervisora. A análise de dados se deu com base nas narrativas dos encontros, nas observações realizadas e anotadas no diário de bordo da pesquisadora e através do questionário aplicado. O resultado alcançado com a pesquisa com base nas narrativas possibilitou uma visão bastante ampla sobre as contribuições da pedagogia sistêmica do ponto de vista dos familiares, professores e sobre as potencialidades que este novo conhecimento pode oferecer para as relações. O conhecimento sistêmico permitiu religar vínculos que estavam fragilizados e ressignificar experiências vivenciadas, resultando em movimento de autoconhecimento e pertencimento. A ecoformação permitiu uma nova forma de pensar a vida além das necessidades individuais, provocou nos participantes uma mudança de postura diante da problemática relação família e escola uma vez que compreenderam que o caminho para solução dependia de uma conduta colaborativa entre os sistemas.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2022-04-27T17:11:58Z No. of bitstreams: 1 DISSERTAÇÃO - DIENIFFER SOCOLOSKI.pdf: 1387861 bytes, checksum: cc898324003a16ba0e4438e601088765 (MD5)Made available in DSpace on 2022-04-27T17:11:58Z (GMT). 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dc.title.por.fl_str_mv |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
title |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
spellingShingle |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional SOCOLOSKI, DIENIFFER Pedagogia sistêmica Complexidade Relação Família e Escola Sistemas Projeto Criativo Ecoformador Systemic pedagogy Complexity Family and School Relationship Systems Ecoformer Creative Project CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
title_full |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
title_fullStr |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
title_full_unstemmed |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
title_sort |
Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional |
author |
SOCOLOSKI, DIENIFFER |
author_facet |
SOCOLOSKI, DIENIFFER |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vestena, Carla Luciane Blum |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0863582713179217 |
dc.contributor.authorID.fl_str_mv |
8.628.459-6 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1042281119310737 |
dc.contributor.author.fl_str_mv |
SOCOLOSKI, DIENIFFER |
contributor_str_mv |
Vestena, Carla Luciane Blum |
dc.subject.por.fl_str_mv |
Pedagogia sistêmica Complexidade Relação Família e Escola Sistemas Projeto Criativo Ecoformador |
topic |
Pedagogia sistêmica Complexidade Relação Família e Escola Sistemas Projeto Criativo Ecoformador Systemic pedagogy Complexity Family and School Relationship Systems Ecoformer Creative Project CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Systemic pedagogy Complexity Family and School Relationship Systems Ecoformer Creative Project |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
To develop the present study, it was established as a general objective to understand the contributions of systemic pedagogy in family and school relationships based on family dynamics. The study is qualitative in nature, characterized as action research based on the methodology of Creative Eco-training Projects (PCE) (TORRE; ZWIEREWICZ, 2009), based on complexity. The research field was developed in a public institution at the Elementary School level, in the municipality of Guarapuava, PR. For data collection, meetings were held based on the methodology of the Creative Ecoformer Projects (PCE), instruments such as: Conversation circle; field diary and online questionnaire were essential to achieve the proposed objectives. Among the authors used, Morin (2000, 2002, 2005,); Hellinger (2009, 2015); Francke (2006, 2009); Vilagines (2009, 2016); Guedes (2015), Torre (2008), Torre and Zwierewicz (2009), Moraes (2010); Rosset (2014); Minuchin (1982, 1988); among others that were fundamental for the development and discussions of the research. The sample consists of 10 (ten) family members of children who were enrolled in the initial grades of elementary school during the 2020 school year. 5 (five) professionals from the educational institution were also part of the sample, two of which were elementary school teachers, director and a supervisor. Data analysis will be based on the narratives of the meetings, on the observations made and noted in the researcher's logbook and through the questionnaire applied. The result achieved with the research based on the narratives made it possible to have a very broad view of the contributions of systemic pedagogy from the point of view of family members, teachers and the potential that this new knowledge can offer for relationships. Systemic knowledge made it possible to reconnect bonds that were fragile and to re-signify lived experiences, resulting in a movement of self-knowledge and belonging. Eco-training allowed a new way of thinking about life beyond individual needs, causing the participants to change their attitude towards the problematic relationship between family and school, once they understood that the path to solution depended on a collaborative behavior between the systems. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-04-27T17:11:58Z |
dc.date.issued.fl_str_mv |
2022-02-16 |
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SOCOLOSKI, DIENIFFER. Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional. 2022. 115 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/1899 |
identifier_str_mv |
SOCOLOSKI, DIENIFFER. Pedagogia Sistêmica e suas contribuições: Um olhar para as relações e inter-relações entre família e escola no contexto de complexidade educacional. 2022. 115 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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UNICENTRO |
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Universidade Estadual do Centro-Oeste |
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