Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3482 |
Resumo: | This work is linked to the Research Line: Educational Institutions, Curriculum, Formative and Teaching Work and to the Research Group: Education and Social Representations, parts of the Graduate Program in Education at the Federal University of Maranhão. Education as a right for all does not occur in a homogeneous way, presenting itself as diverse as the Brazilian social contexts. In this work we present a universe of subjects from the countryside who, without leaving their place of origin, start attending urban schools, and begin to have contact with the new reality that is unveiled, through commuting. In order to study psychosocial aspects present in the school transition experienced by students residing in the rural area of the municipality of São João dos Patos, in the state of Maranhão, this study was carried out with the substance of these subjects' daily lives. Educational and pedagogical aspects concerning the theme were supported mainly by Arroyo (2004), Caldart (2004), Coutinho (2009), Freire (1996) and Saviani (2013). The Theory of Social Representations developed by Moscovici (1995; 2003; 2012) and continued by Jodelet (2001; 2005), was chosen to support this study as it seeks to understand how common sense knowledge is formed within social groups and how their practices groups are driven by these symbolic constructions. A structural approach bias to this theory was also used, following studies by Abric (2000; 2001; 2003) and Sá (1996; 1998; 2002). To this end, we selected a sample of twenty students living in rural communities in the municipality and enrolled in the sixth year of the urban school Escola Municipal Eduardo Coelho Mendes, as well as ten teachers from the school under analysis. Data were collected in a similar way for all subjects, through profile questionnaires and the Free Word Association Technique-TALP. Teachers were presented with three inductive questions to be answered with four evocations each. To the students, five inducing questions that asked for four answers each, and, in addition, discursive responses to the topics covered were recorded. Data analysis was performed by combining techniques, with Content Analysis proposed by Bardin (2010) as the starting point for analyzing all sets of responses. The data were also submitted to analyzes performed using the Iramuteq software. The results of the analyzes showed that students like to live and study in the countryside, thus distancing themselves from the way of thinking about this reality manifested by their teachers, who expressed unfavorable aspects related to the theme. They also showed that the Social Representations that students from the countryside expressed about the urban school before they met it were close to those they formed after attending it, and their expectations were met. In relation to the confrontations reported by students during the school transition, this study revealed that the representations of teachers, more linked to pedagogical aspects, distanced themselves from those expressed by the students themselves, who are most affected by the loneliness experienced in the new environment. It is hoped that this study can support pedagogical interventions in schools that experience the context studied. |
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BONFIM, Maria Núbia Barbosahttp://lattes.cnpq.br/1343958564608936BONFIM, Maria Núbia Barbosahttp://lattes.cnpq.br/1343958564608936MORAES, Lélia Cristina Silveira dehttp://lattes.cnpq.br/0326760034146239VIEIRA, Vânia Maria de Oliveirahttp://lattes.cnpq.br/1839756957360988http://lattes.cnpq.br/6995544412934191OLIVEIRA, Keyla Sorene Rodrigues de2022-02-14T14:26:37Z2020-12-28OLIVEIRA, Keyla Sorene Rodrigues de. Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade. 2020. 142 f. Dissertação (Programa de Pós-Graduação em Educação) - Universidade Federal do Maranhão, São Luís, 2020.https://tedebc.ufma.br/jspui/handle/tede/tede/3482This work is linked to the Research Line: Educational Institutions, Curriculum, Formative and Teaching Work and to the Research Group: Education and Social Representations, parts of the Graduate Program in Education at the Federal University of Maranhão. Education as a right for all does not occur in a homogeneous way, presenting itself as diverse as the Brazilian social contexts. In this work we present a universe of subjects from the countryside who, without leaving their place of origin, start attending urban schools, and begin to have contact with the new reality that is unveiled, through commuting. In order to study psychosocial aspects present in the school transition experienced by students residing in the rural area of the municipality of São João dos Patos, in the state of Maranhão, this study was carried out with the substance of these subjects' daily lives. Educational and pedagogical aspects concerning the theme were supported mainly by Arroyo (2004), Caldart (2004), Coutinho (2009), Freire (1996) and Saviani (2013). The Theory of Social Representations developed by Moscovici (1995; 2003; 2012) and continued by Jodelet (2001; 2005), was chosen to support this study as it seeks to understand how common sense knowledge is formed within social groups and how their practices groups are driven by these symbolic constructions. A structural approach bias to this theory was also used, following studies by Abric (2000; 2001; 2003) and Sá (1996; 1998; 2002). To this end, we selected a sample of twenty students living in rural communities in the municipality and enrolled in the sixth year of the urban school Escola Municipal Eduardo Coelho Mendes, as well as ten teachers from the school under analysis. Data were collected in a similar way for all subjects, through profile questionnaires and the Free Word Association Technique-TALP. Teachers were presented with three inductive questions to be answered with four evocations each. To the students, five inducing questions that asked for four answers each, and, in addition, discursive responses to the topics covered were recorded. Data analysis was performed by combining techniques, with Content Analysis proposed by Bardin (2010) as the starting point for analyzing all sets of responses. The data were also submitted to analyzes performed using the Iramuteq software. The results of the analyzes showed that students like to live and study in the countryside, thus distancing themselves from the way of thinking about this reality manifested by their teachers, who expressed unfavorable aspects related to the theme. They also showed that the Social Representations that students from the countryside expressed about the urban school before they met it were close to those they formed after attending it, and their expectations were met. In relation to the confrontations reported by students during the school transition, this study revealed that the representations of teachers, more linked to pedagogical aspects, distanced themselves from those expressed by the students themselves, who are most affected by the loneliness experienced in the new environment. It is hoped that this study can support pedagogical interventions in schools that experience the context studied.Esta dissertação vincula-se à Linha de Pesquisa: Instituições Educativas, Currículo, Formação e Trabalho Docente e ao Grupo de Pesquisa: Educação e Representações Sociais integrantes do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão. A educação como um direito de todos não ocorre de forma homogênea, se apresentando tão diversificada quanto os contextos sociais brasileiros. Neste trabalho apresentamos um universo de sujeitos do campo que, sem abandonar seu local de origem, passam a frequentar escolas urbanas, e começam a ter contato com a nova realidade que se desvela, através de deslocamento pendular. Com o objetivo de estudar aspectos psicossociais presentes na transição escolar vivenciada por alunos residentes na zona rural do município maranhense de São João dos Patos para a escola urbana realizou-se este estudo tendo como substância o cotidiano destes sujeitos. Aspectos educacionais e pedagógicos concernentes à temática foram apoiados principalmente em Arroyo(2004), Caldart(2004), Coutinho(2009), Freire(1996) e Saviani(2013). A Teoria das representações sociais elaborada por Moscovici (1995;2003;2012) e continuada por Jodelet(2001;2005), foi escolhida para respaldar este estudo visto buscar compreender como saberes do senso comum se formam dentro dos grupos sociais e como as práticas destes grupos são direcionadas por essas construções simbólicas. Utilizou-se também um viés da abordagem estrutural a esta teoria, seguindo estudos de Abric(2000; 2001; 2003) e Sá(1996;1998;2002). Neste intuito, selecionou-se uma amostra de vinte alunos residentes em comunidades rurais do município e matriculados no sexto ano da escola urbana Escola Municipal Eduardo Coelho Mendes, bem como de dez professores da escola em análise. Os dados foram coletados de forma semelhante para todos os sujeitos, através de questionários de perfil e da Técnica de Associação Livre de Palavras-TALP. Aos professores, apresentou-se três questões indutoras a serem respondidas com quatro evocações cada. Aos alunos, cinco questões indutoras que solicitavam quatro respostas cada, e, complementarmente, registrou-se respostas discursivas aos temas abordados. A análise dos dados foi realizada pela combinação de técnicas, sendo a Análise de Conteúdo proposta por Bardin(2010) o ponto de partida para análise de todos os conjuntos de respostas. Os dados foram também submetidos a análises realizadas através do software Iramuteq. Os resultados das análises deixaram transparecer que os alunos gostam de viver e estudar no campo, distanciando-se, pois, da forma de pensar esta realidade manifestada por seus professores, que expressaram aspectos desfavoráveis relacionados ao tema. Mostraram também que as Representações Sociais que os alunos do campo expressaram sobre a escola urbana antes de a conhecerem se aproximaram das que formaram após a frequentarem, tendo sido suas expectativas atendidas. Em relação aos enfrentamentos relatados pelos alunos durante a transição escolar, este estudo revelou que as representações dos professores, mais ligadas a aspectos pedagógicos, se distanciaram daquelas expressadas pelos próprios alunos, que são mais afetados pela solidão vivenciada no novo ambiente. Espera-se que este estudo possa subsidiar intervenções pedagógicas nas escolas que vivenciam o contexto ora estudado.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2022-02-14T14:26:36Z No. of bitstreams: 1 KEYLARODRIGUES.pdf: 2405920 bytes, checksum: acfd24a2262de3851e4764f4b2aa31da (MD5)Made available in DSpace on 2022-02-14T14:26:37Z (GMT). No. of bitstreams: 1 KEYLARODRIGUES.pdf: 2405920 bytes, checksum: acfd24a2262de3851e4764f4b2aa31da (MD5) Previous issue date: 2020-12-28application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOeducação do campo;transição escolar;representações sociais;rural education;school transition;social representations.Currículos Específicos para Níveis e Tipos de EducaçãoVocê sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidadeDo you know where I come from? a study of the school transition of students from the countryside to the cityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALKEYLARODRIGUES.pdfKEYLARODRIGUES.pdfapplication/pdf2405920http://tedebc.ufma.br:8080/bitstream/tede/3482/2/KEYLARODRIGUES.pdfacfd24a2262de3851e4764f4b2aa31daMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3482/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/34822022-02-14 11:26:37.278oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-02-14T14:26:37Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
dc.title.alternative.eng.fl_str_mv |
Do you know where I come from? a study of the school transition of students from the countryside to the city |
title |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
spellingShingle |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade OLIVEIRA, Keyla Sorene Rodrigues de educação do campo; transição escolar; representações sociais; rural education; school transition; social representations. Currículos Específicos para Níveis e Tipos de Educação |
title_short |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
title_full |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
title_fullStr |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
title_full_unstemmed |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
title_sort |
Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade |
author |
OLIVEIRA, Keyla Sorene Rodrigues de |
author_facet |
OLIVEIRA, Keyla Sorene Rodrigues de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
BONFIM, Maria Núbia Barbosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1343958564608936 |
dc.contributor.referee1.fl_str_mv |
BONFIM, Maria Núbia Barbosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1343958564608936 |
dc.contributor.referee2.fl_str_mv |
MORAES, Lélia Cristina Silveira de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0326760034146239 |
dc.contributor.referee3.fl_str_mv |
VIEIRA, Vânia Maria de Oliveira |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1839756957360988 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6995544412934191 |
dc.contributor.author.fl_str_mv |
OLIVEIRA, Keyla Sorene Rodrigues de |
contributor_str_mv |
BONFIM, Maria Núbia Barbosa BONFIM, Maria Núbia Barbosa MORAES, Lélia Cristina Silveira de VIEIRA, Vânia Maria de Oliveira |
dc.subject.por.fl_str_mv |
educação do campo; transição escolar; representações sociais; |
topic |
educação do campo; transição escolar; representações sociais; rural education; school transition; social representations. Currículos Específicos para Níveis e Tipos de Educação |
dc.subject.eng.fl_str_mv |
rural education; school transition; social representations. |
dc.subject.cnpq.fl_str_mv |
Currículos Específicos para Níveis e Tipos de Educação |
description |
This work is linked to the Research Line: Educational Institutions, Curriculum, Formative and Teaching Work and to the Research Group: Education and Social Representations, parts of the Graduate Program in Education at the Federal University of Maranhão. Education as a right for all does not occur in a homogeneous way, presenting itself as diverse as the Brazilian social contexts. In this work we present a universe of subjects from the countryside who, without leaving their place of origin, start attending urban schools, and begin to have contact with the new reality that is unveiled, through commuting. In order to study psychosocial aspects present in the school transition experienced by students residing in the rural area of the municipality of São João dos Patos, in the state of Maranhão, this study was carried out with the substance of these subjects' daily lives. Educational and pedagogical aspects concerning the theme were supported mainly by Arroyo (2004), Caldart (2004), Coutinho (2009), Freire (1996) and Saviani (2013). The Theory of Social Representations developed by Moscovici (1995; 2003; 2012) and continued by Jodelet (2001; 2005), was chosen to support this study as it seeks to understand how common sense knowledge is formed within social groups and how their practices groups are driven by these symbolic constructions. A structural approach bias to this theory was also used, following studies by Abric (2000; 2001; 2003) and Sá (1996; 1998; 2002). To this end, we selected a sample of twenty students living in rural communities in the municipality and enrolled in the sixth year of the urban school Escola Municipal Eduardo Coelho Mendes, as well as ten teachers from the school under analysis. Data were collected in a similar way for all subjects, through profile questionnaires and the Free Word Association Technique-TALP. Teachers were presented with three inductive questions to be answered with four evocations each. To the students, five inducing questions that asked for four answers each, and, in addition, discursive responses to the topics covered were recorded. Data analysis was performed by combining techniques, with Content Analysis proposed by Bardin (2010) as the starting point for analyzing all sets of responses. The data were also submitted to analyzes performed using the Iramuteq software. The results of the analyzes showed that students like to live and study in the countryside, thus distancing themselves from the way of thinking about this reality manifested by their teachers, who expressed unfavorable aspects related to the theme. They also showed that the Social Representations that students from the countryside expressed about the urban school before they met it were close to those they formed after attending it, and their expectations were met. In relation to the confrontations reported by students during the school transition, this study revealed that the representations of teachers, more linked to pedagogical aspects, distanced themselves from those expressed by the students themselves, who are most affected by the loneliness experienced in the new environment. It is hoped that this study can support pedagogical interventions in schools that experience the context studied. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-28 |
dc.date.accessioned.fl_str_mv |
2022-02-14T14:26:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Keyla Sorene Rodrigues de. Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade. 2020. 142 f. Dissertação (Programa de Pós-Graduação em Educação) - Universidade Federal do Maranhão, São Luís, 2020. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3482 |
identifier_str_mv |
OLIVEIRA, Keyla Sorene Rodrigues de. Você sabe de onde eu venho? um estudo da transição escolar de alunos do campo para a cidade. 2020. 142 f. Dissertação (Programa de Pós-Graduação em Educação) - Universidade Federal do Maranhão, São Luís, 2020. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3482 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
instname_str |
Universidade Federal do Maranhão (UFMA) |
instacron_str |
UFMA |
institution |
UFMA |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
collection |
Biblioteca Digital de Teses e Dissertações da UFMA |
bitstream.url.fl_str_mv |
http://tedebc.ufma.br:8080/bitstream/tede/3482/2/KEYLARODRIGUES.pdf http://tedebc.ufma.br:8080/bitstream/tede/3482/1/license.txt |
bitstream.checksum.fl_str_mv |
acfd24a2262de3851e4764f4b2aa31da 97eeade1fce43278e63fe063657f8083 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1809926199784243200 |