Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/4713 |
Resumo: | This dissertation is the result of a collaborative teacher training project developed with primary and elementary educators who work at Secretaria Municipal de Educação de Rialma, in Goiás. In an inclusive dialectical perspective, this actionresearch highlights the learning process of students with special educational needs. It is divided in four chapters in which all the theoretical and practical aspects are enlaced and completed by one another. The first chapter describes all methodological paths, which began with an Opening Seminar and ended with an Empirical Study. The second chapter deals with the organization of the collaborative study group, which was formed by six (6) educators who agreed to participate. In the third chapter the conclusions of the studies are described, and show how they guided a new way of planning lessons which is based on the tenets of the historical-critical pedagogy and the historical-cultural theory (LEONTIEV, A.N. 2004, 2012, 2012a; SAVIANI, D. 1991, 2012; VIGOTSKII, L. S. 1994, 2001, 2012). The fourth and last chapter concludes the research with the description and the analysis of the empirical study developed in the classroom of one of the teachers/participants of the Primeiro Ano 1 (First Degree 1). All the work aimed at explaining how, in each phase of the research, the teachers assimilated the critical theories of education, untied their practices from some old concepts and created lesson plans that, through practice founded theoretically, served as base for the organization, application and reelaboration of literacy activities. Mediated by the teachers, in an inclusive dialectical process, collaborative tasks were developed in small groups of students, thus creating a positive interdependent teaching and learning process among the less and the more experienced peers. |
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Mesquita, Deise Nanci de Castrohttp://lattes.cnpq.br/4043217912376564Mesquita, Deise Nanci de CastroSilva, Regis Henrique dos ReisFreire, Silvana Matiashttp://lattes.cnpq.br/8444500342187934Miranda , Vera Kran Gomes2015-10-22T12:34:18Z2015-05-04MIRANDA, V. K. G. Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão. 2015. 188 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/4713This dissertation is the result of a collaborative teacher training project developed with primary and elementary educators who work at Secretaria Municipal de Educação de Rialma, in Goiás. In an inclusive dialectical perspective, this actionresearch highlights the learning process of students with special educational needs. It is divided in four chapters in which all the theoretical and practical aspects are enlaced and completed by one another. The first chapter describes all methodological paths, which began with an Opening Seminar and ended with an Empirical Study. The second chapter deals with the organization of the collaborative study group, which was formed by six (6) educators who agreed to participate. In the third chapter the conclusions of the studies are described, and show how they guided a new way of planning lessons which is based on the tenets of the historical-critical pedagogy and the historical-cultural theory (LEONTIEV, A.N. 2004, 2012, 2012a; SAVIANI, D. 1991, 2012; VIGOTSKII, L. S. 1994, 2001, 2012). The fourth and last chapter concludes the research with the description and the analysis of the empirical study developed in the classroom of one of the teachers/participants of the Primeiro Ano 1 (First Degree 1). All the work aimed at explaining how, in each phase of the research, the teachers assimilated the critical theories of education, untied their practices from some old concepts and created lesson plans that, through practice founded theoretically, served as base for the organization, application and reelaboration of literacy activities. Mediated by the teachers, in an inclusive dialectical process, collaborative tasks were developed in small groups of students, thus creating a positive interdependent teaching and learning process among the less and the more experienced peers.Esta dissertação é o resultado de um projeto de formação colaborativa desenvolvido com professores de educação infantil e de primeira fase da educação básica ligados à Secretaria Municipal de Educação de Rialma (SME), em Goiás. Em uma perspectiva dialética inclusiva, esta pesquisa-ação se preocupa com a aprendizagem de alunos com necessidades educacionais especiais. Está dividida em quatro capítulos, em que os aspectos teóricos e empíricos estão entrelaçados e se completam. O primeiro capítulo descreve todo o percurso metodológico, desde o Seminário de Abertura até a finalização do Estudo Empírico. O segundo capítulo trata da constituição do grupo de estudos colaborativos formado por seis (6) educadoras que se dispuseram a participar. No terceiro capítulo estão descritas as conclusões dos estudos que nortearam uma nova forma de planejar as aulas, baseada nos pressupostos da pedagogia histórico-crítica e teoria histórico-cultural (LEONTIEV, A.N. 2004, 2012, 2012a; SAVIANI, D. 1991, 2012; VIGOTSKII, L. S. 1994, 2001, 2012). O quarto e último capítulo conclui a pesquisa, com a descrição e a análise do estudo empírico realizado na sala de aula de uma das professoras/participantes do Primeiro Ano 1. Todo trabalho se desenvolveu na tentativa de explicar como, em cada etapa, as professoras assimilaram as teorias críticas de educação, desfizeram-se de alguns conceitos antigos e criaram planos de aulas que, por meio da prática fundamentada teoricamente, serviu de base para a organização, a aplicação e a reelaboração de atividades de letramento. Mediados pela professora, em um processo dialético de inclusão, foram desenvolvidos trabalhos colaborativos nos pequenos grupos de alunos, criando uma interdependência positiva de ensino e aprendizagem entre os pares menos e mais experientes.Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-21T20:25:41Z No. of bitstreams: 2 Dissertação - Vera Kran Gomes Miranda - 2015.pdf: 2584968 bytes, checksum: 00428f1d7e55c8ecf5021f91f45da829 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-22T12:34:17Z (GMT) No. of bitstreams: 2 Dissertação - Vera Kran Gomes Miranda - 2015.pdf: 2584968 bytes, checksum: 00428f1d7e55c8ecf5021f91f45da829 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2015-10-22T12:34:18Z (GMT). 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dc.title.por.fl_str_mv |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
dc.title.alternative.eng.fl_str_mv |
Collaborative training in perspective historical-cultural: the dialectic of inclusion |
title |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
spellingShingle |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão Miranda , Vera Kran Gomes Materialismo dialético Formação colaborativa Letramento Inclusão Dialectical materialism Collaborative education Literacy Inclusion EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
title_full |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
title_fullStr |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
title_full_unstemmed |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
title_sort |
Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão |
author |
Miranda , Vera Kran Gomes |
author_facet |
Miranda , Vera Kran Gomes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mesquita, Deise Nanci de Castro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4043217912376564 |
dc.contributor.referee1.fl_str_mv |
Mesquita, Deise Nanci de Castro |
dc.contributor.referee2.fl_str_mv |
Silva, Regis Henrique dos Reis |
dc.contributor.referee3.fl_str_mv |
Freire, Silvana Matias |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8444500342187934 |
dc.contributor.author.fl_str_mv |
Miranda , Vera Kran Gomes |
contributor_str_mv |
Mesquita, Deise Nanci de Castro Mesquita, Deise Nanci de Castro Silva, Regis Henrique dos Reis Freire, Silvana Matias |
dc.subject.por.fl_str_mv |
Materialismo dialético Formação colaborativa Letramento Inclusão |
topic |
Materialismo dialético Formação colaborativa Letramento Inclusão Dialectical materialism Collaborative education Literacy Inclusion EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Dialectical materialism Collaborative education Literacy Inclusion |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This dissertation is the result of a collaborative teacher training project developed with primary and elementary educators who work at Secretaria Municipal de Educação de Rialma, in Goiás. In an inclusive dialectical perspective, this actionresearch highlights the learning process of students with special educational needs. It is divided in four chapters in which all the theoretical and practical aspects are enlaced and completed by one another. The first chapter describes all methodological paths, which began with an Opening Seminar and ended with an Empirical Study. The second chapter deals with the organization of the collaborative study group, which was formed by six (6) educators who agreed to participate. In the third chapter the conclusions of the studies are described, and show how they guided a new way of planning lessons which is based on the tenets of the historical-critical pedagogy and the historical-cultural theory (LEONTIEV, A.N. 2004, 2012, 2012a; SAVIANI, D. 1991, 2012; VIGOTSKII, L. S. 1994, 2001, 2012). The fourth and last chapter concludes the research with the description and the analysis of the empirical study developed in the classroom of one of the teachers/participants of the Primeiro Ano 1 (First Degree 1). All the work aimed at explaining how, in each phase of the research, the teachers assimilated the critical theories of education, untied their practices from some old concepts and created lesson plans that, through practice founded theoretically, served as base for the organization, application and reelaboration of literacy activities. Mediated by the teachers, in an inclusive dialectical process, collaborative tasks were developed in small groups of students, thus creating a positive interdependent teaching and learning process among the less and the more experienced peers. |
publishDate |
2015 |
dc.date.accessioned.fl_str_mv |
2015-10-22T12:34:18Z |
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2015-05-04 |
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info:eu-repo/semantics/publishedVersion |
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MIRANDA, V. K. G. Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão. 2015. 188 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/4713 |
identifier_str_mv |
MIRANDA, V. K. G. Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão. 2015. 188 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015. |
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http://repositorio.bc.ufg.br/tede/handle/tede/4713 |
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UFG |
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Brasil |
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Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
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Universidade Federal de Goiás |
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