Ensino de sociologia: contribuições da aprendizagem colaborativa para o processo de ensino e aprendizagem na relação professor/alunos do 1o ano do Ensino Médio

• Autor(a) principal: MUNIZ, Daulinda Santos
• 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/4260
• topic: aprendizagem colaborativa;; ensino de sociologia;; práxis.; collaborative learning;; teaching sociology;; praxis.; Ensino-Aprendizagem

The present research deals with Teaching Sociology: Contributions of Collaborative Learning to the teaching and learning process in the teacher / students relationship of the 1st year of High School. Sociology discipline. The general objective of the re- search was to build a Pedagogical Proposal in Sociology through Collaborative Learning materialized in a Pedagogical Suggestions Notebook for the 1st year of High School, in which we made a survey of the contents of the minimum Sociology curriculum for students and verify possible existing pedagogical barriers that hinder social relations in the state school. In order to highlight the relevance of collaborative learning in contributing to the apprehension of the contents of the discussion on the importance of Sociology in the daily lives of students in their journey of insertion in the adult and work world, as well as for the praxis of the teacher responsible for the provision of education. discipline whether he graduated in Sociology or not. To sup- port the research, we used, among others: Moraes (2001), Sarandy (2011), Tomazi (2004) who base the teaching of Sociology; Freire (1999), Gardner (1995), Gadotti (1999), Lévy (1998), Piaget (1998), Candau (2009), Gentil (2005) learning; Arends (1997), Kurt Lewin (1947), Johnson (1992), Gilliam (2002), Morris (1997), Mattews (1995), Panitz (1996), Dillenbourg (1996) Collaborative Learning. We conducted a research with a qualitative approach, developed through bibliographic studies. Re- garding the procedures, our research will be a case study, an instrumental type that we report from the perspective of Marli André (2008), Yin (2005). To collect and rec- ord the reports of the students and the teacher, semi-structured questionnaires with open and closed questions were used. The research subjects were 33 1st year stu- dents in the discipline of Sociology and the conducting teacher. We concluded as a result of this research that the contribution of Collaborative Learning linked to the teaching of sociology provided transformations that aim to make the dreams of those who wish to collaboratively share knowledge in the school space possible, enabling innovations, motivations, for the teaching and learning process in what concerns the teacher / student relationship regarding significant attitudes and attitudes towards their growth.