The imports of not learning in the learning support room: resilience in process
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Data de Publicação: | 2015 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas Críticas (Online) |
Texto Completo: | https://periodicos.unb.br/index.php/linhascriticas/article/view/4510 |
Resumo: | The Bronfenbrenner bioecological approach was adopted as a theoretical-methodological contribution in this study, the aim of which is to analyze possible interrelationships between two microsystems - family and school, concerning how not learning is understood in the Learning Support Room (LSR). The locus of this research is a public school in Londrina, Parana, Brazil. The study included 36 subjects, thus distributed: thirteen students, thirteen representatives of families (one from each family), three educators, two teachers from the learning support room, and five from the regular classroom. We adopted a qualitative research approach, descriptive in nature, in the case study modality. As a data collection tool, we utilized systematic observation: (twelve meetings held once a week for three months) and semi-structured interviews of participants. The study involved analysis of the school and family microsystems, highlighting possible intersections between them in the signification of not learning, considering that, imports are permeated by risk and protection mechanisms. Our results indicated the importance of giving voice to the protagonists of the microsystems on which the learning support room is anchored, in order to understand how the learning process of these students is permeated by interactions that promote meanings of life experiences. The data invite us to recognize that not learning constitutes a risk in face of which protective factors and resilience can be manifested. |
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The imports of not learning in the learning support room: resilience in processEl significado desde el no aprender en la sala de apoyo hacia el aprendizaje: resiliencia en procesoOs significados do não aprender na sala de apoio à aprendizagem: resiliência em processoResiliênciaNão aprenderRiscoProteçãoTeoria bioecológicaResilienciaNo aprenderRiesgosProtecciónTeoría bioecológicaEducationResilienceNot learningMeaningBioecological theoryThe Bronfenbrenner bioecological approach was adopted as a theoretical-methodological contribution in this study, the aim of which is to analyze possible interrelationships between two microsystems - family and school, concerning how not learning is understood in the Learning Support Room (LSR). The locus of this research is a public school in Londrina, Parana, Brazil. The study included 36 subjects, thus distributed: thirteen students, thirteen representatives of families (one from each family), three educators, two teachers from the learning support room, and five from the regular classroom. We adopted a qualitative research approach, descriptive in nature, in the case study modality. As a data collection tool, we utilized systematic observation: (twelve meetings held once a week for three months) and semi-structured interviews of participants. The study involved analysis of the school and family microsystems, highlighting possible intersections between them in the signification of not learning, considering that, imports are permeated by risk and protection mechanisms. Our results indicated the importance of giving voice to the protagonists of the microsystems on which the learning support room is anchored, in order to understand how the learning process of these students is permeated by interactions that promote meanings of life experiences. The data invite us to recognize that not learning constitutes a risk in face of which protective factors and resilience can be manifested.El abordaje bioecológica de Bronfenbrenner fue adoptado como aporte teórico metodológico en este trabajo cuyo objetivo fue analizar interrelaciones posibles entre dos microsistemas - familia y escuela, en lo que se refiere al modo como es comprendido el no aprender en el Aula de Apoyo al Aprendizaje (SAA por sus siglas en portugués). La investigación tuvo como lócus una escuela de la red estatal de enseñanza de la ciudad de Londrina, Paraná. Participaron del estudio 36 sujetos, distribuidos a saber: trece alumnos, trece representantes de las familias (uno de cada familia), tres pedagogas, dos profesoras del aula de apoyo y cinco profesores del aula regular. Adoptamos como abordaje una investigación cualitativa, de cuño descriptivo en la modalidad de estudio de caso. Como instrumento para la recolección de datos, utilizamos la observación sistemática (doce encuentros realizados una vez por semana, durante tres meses) y entrevista a los participantes, en la modalidad semiestructurada. El estudio envolvió el análisis de los microsistemas escolar y familiar; destacando las posibles intersecciones entre ellos en el significado de no aprender y tomó en cuenta que los significados están permeabilizados por mecanismos de riesgo y protección. Nuestros resultados indicaron la importancia de dar voz a los protagonistas de los microsistemas en los cuales la sala de apoyo está basada, afín de comprender como el proceso de aprendizaje de esos alumnos está permeabilizado por interacciones que promueven significados a las experiencias. Los datos nos invitan a reconocer que el no aprender constituye un riesgo delante del cual los factores protectores-resilencia se pueden manifestar.A abordagem bioecológica de Bronfenbrenner foi adotada como aporte teóricometodológico neste trabalho, que objetivou analisar possíveis inter-relações entre dois microssistemas - família e escola -, no que diz respeito ao modo como é compreendido o não aprender na sala de apoio à aprendizagem (SAA). A pesquisa teve como lócus uma escola da rede estadual de ensino da cidade de Londrina/PR. Participaram do estudo 36 sujeitos, assim distribuídos: treze alunos, treze representantes das famílias (um de cada família), três pedagogas, duas professoras da sala de apoio e cinco professores da sala regular. Adotamos como abordagem a pesquisa qualitativa, de cunho descritivo, na modalidade de estudo de caso. Como instrumento para a coleta de dados, utilizamos a observação sistemática (doze encontros realizados uma vez por semana, durante três meses) e entrevista aos participantes, na modalidade semiestruturada. O estudo envolveu a análise dos microssistemas escolar e familiar, destacando as possíveis intersecções entre eles na significação do não aprender, e levou em conta que as significações estão permeadas por mecanismos de risco e proteção. Nossos resultados indicaram a importância de dar voz aos protagonistas dos microssistemas nos quais a sala de apoio está ancorada, a fim de compreender como o processo de aprendizagem desses alunos é permeado por interações que promovem significados às experiências. Os dados nos convidam a reconhecer que o não aprender constitui risco diante do qual os fatores protetivos-resiliência podem se manifestar.Faculdade de Educação - Universidade de Brasília2015-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/451010.26512/lc.v21i44.4510Linhas Críticas; Vol. 21 No. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-245Linhas Críticas; Vol. 21 Núm. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-245Linhas Críticas; v. 21 n. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-2451981-04311516-489610.26512/lc.v21i44reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4510/4113Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBazoni, Jane Ester da SilvaOliveira, Francismara Neves de2022-01-12T20:17:26Zoai:ojs.pkp.sfu.ca:article/4510Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-01-12T20:17:26Linhas Críticas (Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
The imports of not learning in the learning support room: resilience in process El significado desde el no aprender en la sala de apoyo hacia el aprendizaje: resiliencia en proceso Os significados do não aprender na sala de apoio à aprendizagem: resiliência em processo |
title |
The imports of not learning in the learning support room: resilience in process |
spellingShingle |
The imports of not learning in the learning support room: resilience in process Bazoni, Jane Ester da Silva Resiliência Não aprender Risco Proteção Teoria bioecológica Resiliencia No aprender Riesgos Protección Teoría bioecológica Education Resilience Not learning Meaning Bioecological theory |
title_short |
The imports of not learning in the learning support room: resilience in process |
title_full |
The imports of not learning in the learning support room: resilience in process |
title_fullStr |
The imports of not learning in the learning support room: resilience in process |
title_full_unstemmed |
The imports of not learning in the learning support room: resilience in process |
title_sort |
The imports of not learning in the learning support room: resilience in process |
author |
Bazoni, Jane Ester da Silva |
author_facet |
Bazoni, Jane Ester da Silva Oliveira, Francismara Neves de |
author_role |
author |
author2 |
Oliveira, Francismara Neves de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bazoni, Jane Ester da Silva Oliveira, Francismara Neves de |
dc.subject.por.fl_str_mv |
Resiliência Não aprender Risco Proteção Teoria bioecológica Resiliencia No aprender Riesgos Protección Teoría bioecológica Education Resilience Not learning Meaning Bioecological theory |
topic |
Resiliência Não aprender Risco Proteção Teoria bioecológica Resiliencia No aprender Riesgos Protección Teoría bioecológica Education Resilience Not learning Meaning Bioecological theory |
description |
The Bronfenbrenner bioecological approach was adopted as a theoretical-methodological contribution in this study, the aim of which is to analyze possible interrelationships between two microsystems - family and school, concerning how not learning is understood in the Learning Support Room (LSR). The locus of this research is a public school in Londrina, Parana, Brazil. The study included 36 subjects, thus distributed: thirteen students, thirteen representatives of families (one from each family), three educators, two teachers from the learning support room, and five from the regular classroom. We adopted a qualitative research approach, descriptive in nature, in the case study modality. As a data collection tool, we utilized systematic observation: (twelve meetings held once a week for three months) and semi-structured interviews of participants. The study involved analysis of the school and family microsystems, highlighting possible intersections between them in the signification of not learning, considering that, imports are permeated by risk and protection mechanisms. Our results indicated the importance of giving voice to the protagonists of the microsystems on which the learning support room is anchored, in order to understand how the learning process of these students is permeated by interactions that promote meanings of life experiences. The data invite us to recognize that not learning constitutes a risk in face of which protective factors and resilience can be manifested. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-05-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/linhascriticas/article/view/4510 10.26512/lc.v21i44.4510 |
url |
https://periodicos.unb.br/index.php/linhascriticas/article/view/4510 |
identifier_str_mv |
10.26512/lc.v21i44.4510 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/linhascriticas/article/view/4510/4113 |
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Copyright (c) 2016 Linhas Críticas https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Linhas Críticas https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
dc.source.none.fl_str_mv |
Linhas Críticas; Vol. 21 No. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-245 Linhas Críticas; Vol. 21 Núm. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-245 Linhas Críticas; v. 21 n. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 219-245 1981-0431 1516-4896 10.26512/lc.v21i44 reponame:Linhas Críticas (Online) instname:Universidade de Brasília (UnB) instacron:UnB |
instname_str |
Universidade de Brasília (UnB) |
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UnB |
institution |
UnB |
reponame_str |
Linhas Críticas (Online) |
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Linhas Críticas (Online) |
repository.name.fl_str_mv |
Linhas Críticas (Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
rvlinhas@unb.br |
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1805309286375489536 |