Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1186 |
Resumo: | The discussions raised in the research presented here refer to the dilemmas faced by school in today’s society, and the possibility of its transformation by means of the educative project called Learning Communities. This project has as objective the school social and cultural transformation, and was developed in the University of Barcelona by researchers of Especialized Center for Investigation of Practices to Overcoming Inequalities (CREA). In this research we highlight the process of implantation of Learning Communities (CdA) in a public school in Rondonópolis, a city in the State of Mato Grosso, Brazil, which we call as Public School Dreams Valley. Therefore, the aim of the research was to respond how the subjects of the school Dreams Valley understand the difficulties and possibilities of the school becoming a Learning Community. The objectives tried to analyze how subjects involved with educational successful performances understand the difficulties and possibilities of the school becoming a Learning Community; identify and analyze which elements could be transforming the educative practice from educational successful performances implemented at the school, in order to reach the improvement of learning; and identify from the perspective of an exprincipal, the current principal, a coordinator, teachers from the first and third cycles, a student and a volunteer the motives and actions which favor and are obstacles for such successful performances get extended, and the school become a Learning Community. The main authors referred to in the research when it comes to theoretical-methodological framework are: Habermas (2012) with communicative action theory, Freire (1967, 1984,1987, 1996, 1997 e 2013) referring to dialogic action theory, Flecha (1997) with the dialogic learning concept, and also theoretical elaborations of CREA about the educative proposal Learning Communities. We also refer to Mello, Braga e Gabassa (2012) about CdA in Brazil. It’s a qualitative research, with communicative methodological approach, which aims to promote the active participation of investigated groups, resulting in a major social impact, besides its scientific knowledge. The data collection relied on: communicative account, indepth interview, communicative observation and communicative discussion group. As research participants there were two teachers (one from the first cycle and another from the third cycle), management team (current principal and a coordinator, as well as the previous principal, who was present at the beginning of the project at the school), a student (an exstudent at the school, however she had active participation in the project), a volunteer of successful activities offered by the school, and six teachers from the final years which participated in the communicative discussion group. The data analysis was performed in an intersubjective manner, that is, after a preliminary analysis, with the elaboration of a feedback, we returned to the investigated subjects, in order to reach a consensus of interpretations. The analysis and the results indicate that even the transformation hasn’t been effective at the public school Dreams Valley many changes have happened. Among them, we can mention a relevant improvement in interpersonal relationships, learning improvement, increase in the extern index (IDEB) and a better participation of family members in meetings and also in some activities offered by the school. However, we highlight some exclusion elements, which present themselves as impeditive to the effective transformation of that school into Learning Communities: the support difficulty of managements in the conduction of works, the resistance of some teachers during the development of the project, and the lack of deepening in epistemological foundations of the Learning Communities proposal. |
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Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagemComunidades de aprendizagemEscolaTransformaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOLearning communitiesSchoolTransformationThe discussions raised in the research presented here refer to the dilemmas faced by school in today’s society, and the possibility of its transformation by means of the educative project called Learning Communities. This project has as objective the school social and cultural transformation, and was developed in the University of Barcelona by researchers of Especialized Center for Investigation of Practices to Overcoming Inequalities (CREA). In this research we highlight the process of implantation of Learning Communities (CdA) in a public school in Rondonópolis, a city in the State of Mato Grosso, Brazil, which we call as Public School Dreams Valley. Therefore, the aim of the research was to respond how the subjects of the school Dreams Valley understand the difficulties and possibilities of the school becoming a Learning Community. The objectives tried to analyze how subjects involved with educational successful performances understand the difficulties and possibilities of the school becoming a Learning Community; identify and analyze which elements could be transforming the educative practice from educational successful performances implemented at the school, in order to reach the improvement of learning; and identify from the perspective of an exprincipal, the current principal, a coordinator, teachers from the first and third cycles, a student and a volunteer the motives and actions which favor and are obstacles for such successful performances get extended, and the school become a Learning Community. The main authors referred to in the research when it comes to theoretical-methodological framework are: Habermas (2012) with communicative action theory, Freire (1967, 1984,1987, 1996, 1997 e 2013) referring to dialogic action theory, Flecha (1997) with the dialogic learning concept, and also theoretical elaborations of CREA about the educative proposal Learning Communities. We also refer to Mello, Braga e Gabassa (2012) about CdA in Brazil. It’s a qualitative research, with communicative methodological approach, which aims to promote the active participation of investigated groups, resulting in a major social impact, besides its scientific knowledge. The data collection relied on: communicative account, indepth interview, communicative observation and communicative discussion group. As research participants there were two teachers (one from the first cycle and another from the third cycle), management team (current principal and a coordinator, as well as the previous principal, who was present at the beginning of the project at the school), a student (an exstudent at the school, however she had active participation in the project), a volunteer of successful activities offered by the school, and six teachers from the final years which participated in the communicative discussion group. The data analysis was performed in an intersubjective manner, that is, after a preliminary analysis, with the elaboration of a feedback, we returned to the investigated subjects, in order to reach a consensus of interpretations. The analysis and the results indicate that even the transformation hasn’t been effective at the public school Dreams Valley many changes have happened. Among them, we can mention a relevant improvement in interpersonal relationships, learning improvement, increase in the extern index (IDEB) and a better participation of family members in meetings and also in some activities offered by the school. However, we highlight some exclusion elements, which present themselves as impeditive to the effective transformation of that school into Learning Communities: the support difficulty of managements in the conduction of works, the resistance of some teachers during the development of the project, and the lack of deepening in epistemological foundations of the Learning Communities proposal.CAPESAs discussões levantadas na pesquisa aqui apresentada giram em torno dos dilemas enfrentados pela escola na sociedade atual, e a possibilidade da transformação da mesma por meio do Projeto Educativo Comunidades de Aprendizagem. Este Projeto tem como objetivo a transformação social e cultural da escola, e foi desenvolvido na Universidade de Barcelona, pelos pesquisadores do Centro Especial de Investigação de Práticas Superadoras de Desigualdades (CREA). Nesta pesquisa evidenciamos o processo para implantação de Comunidades de Aprendizagem (CdA) em uma escola estadual de Rondonópolis/MT, que denominamos como “Escola Estadual Vale dos Sonhos”. Para tanto, a finalidade desta pesquisar era responder como os sujeitos da “Escola Vale dos Sonhos” compreendem as dificuldades e possibilidades de a escola vir a ser uma Comunidade de Aprendizagem? Os objetivos buscaram analisar como sujeitos mais implicados com atuações educativas de êxito entendem dificuldades e possibilidades de a escola vir a ser uma Comunidade de Aprendizagem; identificar e analisar quais os elementos transformadores da prática educativa a partir das atuações educativas de êxito implementadas na escola, com vistas a potencialização das aprendizagens; e identificar na perspectiva de uma ex-diretora, diretora atual, coordenadora, professoras do primeiro e terceiro ciclos, de uma aluna e de uma voluntária os motivos e ações que favorecem e os que são obstáculos para que tais atuações educativas de êxito se ampliem e para que a escola venha a se transformar numa Comunidade de Aprendizagem. No que diz respeito ao referencial teórico-metodológico os principais autores utilizados foram: Habermas (2012) com teoria da ação comunicativa, Freire (1967, 1984,1987, 1996, 1997 e 2013) com a teoria da ação dialógica, Flecha (1997) com o conceito de aprendizagem dialógica, bem como das elaborações teóricas do CREA sobre a proposta educativa Comunidades de Aprendizagem. Também lançamos mão das formulações de Mello, Braga e Gabassa (2012) sobre CdA no Brasil. A pesquisa é de caráter qualitativo, com abordagem metodológica comunicativa que visa promover a participação ativa dos grupos investigados, resultando em maior impacto social, além de conhecimentos científicos. As técnicas utilizadas para a coleta dos dados foram: relato comunicativo, entrevista em profundidade, observação comunicativa e grupo de discussão comunicativo. Os participantes da pesquisa foram duas professoras (uma professora do primeiro ciclo e outra do terceiro ciclo), equipe gestora (diretora da gestão atual e uma coordenadora, bem como a diretora em exercício no início do Projeto na escola), uma estudante (ex-aluna da escola, mas que teve participação ativa no Projeto), uma voluntária das atuações educativas de êxito ofertadas pela escola e seis professores dos anos finais que participaram do grupo de discussão comunicativo. A análise dos dados foi feita de maneira intersubjetiva, ou seja, após análise preliminar, com a elaboração de uma devolutiva, voltamos aos sujeitos investigados, buscando o consenso das interpretações. As análises e resultados apontaram que mesmo não sendo efetivado a transformação na “Escola Vale dos Sonhos” muitas mudanças ocorreram. Entre elas, relevante melhora nas relações interpessoais, a melhoria das aprendizagens, com aumento do índice externo (IDEB) dos anos iniciais e maior participação dos familiares em reuniões e na participação de algumas atividades ofertadas pela escola. Destacamos, contudo, elementos exclusores que se apresentaram como impeditivos à efetiva transformação da escola em Comunidades de Aprendizagem. São eles: a dificuldade de apoio dos gestores na condução dos trabalhos, a resistência de alguns professores no desenvolvimento do Projeto e a falta de aprofundamento nas bases epistemológicas da proposta de Comunidades de AprendizagemUniversidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisRodrigues, Eglen Silvia Pipihttp://lattes.cnpq.br/3996413567500385Rodrigues, Eglen Silvia Pipi535.132.151-34http://lattes.cnpq.br/3996413567500385Cunha, Érika Virgílio Rodrigues da568.853.421-49http://lattes.cnpq.br/1583175347126296535.132.151-34Braga, Fabiana Marini180.891.878-97http://lattes.cnpq.br/1103496815216263Silva, Elizabeth2019-07-04T12:13:22Z2016-07-132019-07-04T12:13:22Z2016-06-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Elizabeth. Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem. 2016. 187 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016http://ri.ufmt.br/handle/1/1186porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-07-18T07:01:02Zoai:localhost:1/1186Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-07-18T07:01:02Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
title |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
spellingShingle |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem Silva, Elizabeth Comunidades de aprendizagem Escola Transformação CNPQ::CIENCIAS HUMANAS::EDUCACAO Learning communities School Transformation |
title_short |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
title_full |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
title_fullStr |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
title_full_unstemmed |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
title_sort |
Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem |
author |
Silva, Elizabeth |
author_facet |
Silva, Elizabeth |
author_role |
author |
dc.contributor.none.fl_str_mv |
Rodrigues, Eglen Silvia Pipi http://lattes.cnpq.br/3996413567500385 Rodrigues, Eglen Silvia Pipi 535.132.151-34 http://lattes.cnpq.br/3996413567500385 Cunha, Érika Virgílio Rodrigues da 568.853.421-49 http://lattes.cnpq.br/1583175347126296 535.132.151-34 Braga, Fabiana Marini 180.891.878-97 http://lattes.cnpq.br/1103496815216263 |
dc.contributor.author.fl_str_mv |
Silva, Elizabeth |
dc.subject.por.fl_str_mv |
Comunidades de aprendizagem Escola Transformação CNPQ::CIENCIAS HUMANAS::EDUCACAO Learning communities School Transformation |
topic |
Comunidades de aprendizagem Escola Transformação CNPQ::CIENCIAS HUMANAS::EDUCACAO Learning communities School Transformation |
description |
The discussions raised in the research presented here refer to the dilemmas faced by school in today’s society, and the possibility of its transformation by means of the educative project called Learning Communities. This project has as objective the school social and cultural transformation, and was developed in the University of Barcelona by researchers of Especialized Center for Investigation of Practices to Overcoming Inequalities (CREA). In this research we highlight the process of implantation of Learning Communities (CdA) in a public school in Rondonópolis, a city in the State of Mato Grosso, Brazil, which we call as Public School Dreams Valley. Therefore, the aim of the research was to respond how the subjects of the school Dreams Valley understand the difficulties and possibilities of the school becoming a Learning Community. The objectives tried to analyze how subjects involved with educational successful performances understand the difficulties and possibilities of the school becoming a Learning Community; identify and analyze which elements could be transforming the educative practice from educational successful performances implemented at the school, in order to reach the improvement of learning; and identify from the perspective of an exprincipal, the current principal, a coordinator, teachers from the first and third cycles, a student and a volunteer the motives and actions which favor and are obstacles for such successful performances get extended, and the school become a Learning Community. The main authors referred to in the research when it comes to theoretical-methodological framework are: Habermas (2012) with communicative action theory, Freire (1967, 1984,1987, 1996, 1997 e 2013) referring to dialogic action theory, Flecha (1997) with the dialogic learning concept, and also theoretical elaborations of CREA about the educative proposal Learning Communities. We also refer to Mello, Braga e Gabassa (2012) about CdA in Brazil. It’s a qualitative research, with communicative methodological approach, which aims to promote the active participation of investigated groups, resulting in a major social impact, besides its scientific knowledge. The data collection relied on: communicative account, indepth interview, communicative observation and communicative discussion group. As research participants there were two teachers (one from the first cycle and another from the third cycle), management team (current principal and a coordinator, as well as the previous principal, who was present at the beginning of the project at the school), a student (an exstudent at the school, however she had active participation in the project), a volunteer of successful activities offered by the school, and six teachers from the final years which participated in the communicative discussion group. The data analysis was performed in an intersubjective manner, that is, after a preliminary analysis, with the elaboration of a feedback, we returned to the investigated subjects, in order to reach a consensus of interpretations. The analysis and the results indicate that even the transformation hasn’t been effective at the public school Dreams Valley many changes have happened. Among them, we can mention a relevant improvement in interpersonal relationships, learning improvement, increase in the extern index (IDEB) and a better participation of family members in meetings and also in some activities offered by the school. However, we highlight some exclusion elements, which present themselves as impeditive to the effective transformation of that school into Learning Communities: the support difficulty of managements in the conduction of works, the resistance of some teachers during the development of the project, and the lack of deepening in epistemological foundations of the Learning Communities proposal. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-13 2016-06-15 2019-07-04T12:13:22Z 2019-07-04T12:13:22Z |
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.uri.fl_str_mv |
SILVA, Elizabeth. Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem. 2016. 187 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016 http://ri.ufmt.br/handle/1/1186 |
identifier_str_mv |
SILVA, Elizabeth. Dificuldades e possibilidades de uma escola estadual de Rondonópolis em transformar-se em comunidade de aprendizagem. 2016. 187 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016 |
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http://ri.ufmt.br/handle/1/1186 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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