Presence pedagogy: a necessary practice in school

Detalhes bibliográficos
Autor(a) principal: Gomes, Élida Fernandes da Silva
Data de Publicação: 2022
Outros Autores: Monteiro, Edenar Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/34852
Resumo: This article is part of the scope of the master's research, in progress and aims to understand good practices and references on the success of Pedagogy of Presence in the teaching-learning process in a full-time school, also known as full school, located in the municipality of Várzea Grande/MT. This is a case study qualitative research and the data were obtained through an interview with teachers and students of the aforementioned school. For data analysis, categories were constructed in the light of Bardin and the theoretical contribution will be based mainly on Freire, Costa and Almeida, who discuss human relationships, based on affective education and reflective educational practices. In a preliminary analysis, it is possible to conclude that both teachers and students understand the correlation between affection and learning by applying the Pedagogy of Presence as constructive and positive and its influence to the teaching-learning process.
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spelling Presence pedagogy: a necessary practice in schoolPedagogía de la presencia: una práctica necesaria en la escuelaPedagogia da presença: uma prática necessária na escolaEnseñanza y aprendizajeEstudiantesDocentesPedagogía de la presencia.Teaching learningStudentsTeachersPedagogy of presence.Ensino-aprendizagemAlunosProfessoresPedagogia da presença. This article is part of the scope of the master's research, in progress and aims to understand good practices and references on the success of Pedagogy of Presence in the teaching-learning process in a full-time school, also known as full school, located in the municipality of Várzea Grande/MT. This is a case study qualitative research and the data were obtained through an interview with teachers and students of the aforementioned school. For data analysis, categories were constructed in the light of Bardin and the theoretical contribution will be based mainly on Freire, Costa and Almeida, who discuss human relationships, based on affective education and reflective educational practices. In a preliminary analysis, it is possible to conclude that both teachers and students understand the correlation between affection and learning by applying the Pedagogy of Presence as constructive and positive and its influence to the teaching-learning process.Este artículo forma parte del alcance de la investigación de maestría en curso y tiene como objetivo comprender buenas prácticas y referentes sobre el éxito de la Pedagogía de la Presencia en el proceso de enseñanza-aprendizaje en una escuela de tiempo completo, también conocida como escuela de tiempo completo, ubicada en el municipio de Várzea Grande/MT. Se trata de una investigación cualitativa de estudio de caso y los datos se obtuvieron a través de una entrevista a docentes y alumnos de la mencionada escuela. Para el análisis de los datos, se construyeron categorías a la luz de Bardin y el aporte teórico se basará principalmente en Freire, Costa y Almeida, quienes discuten las relaciones humanas, a partir de la educación afectiva. prácticas educativas reflexivas. En un análisis preliminar, es posible concluir que tanto docentes como estudiantes entienden la correlación entre afecto y aprendizaje al aplicar la Pedagogía de la Presencia como constructiva y positiva y su influencia en el proceso de enseñanza-aprendizaje.Este artigo faz parte do recorte da pesquisa de mestrado em andamento e tem como objetivo compreender as boas práticas e referências do sucesso da Pedagogia da Presença no processo de ensino-aprendizagem em uma escola de período integral, também conhecida como escola plena, localizada no município de Várzea Grande, o estado de Mato Grosso.  Trata-se de uma pesquisa de cunho qualitativo do tipo estudo de caso e os dados foram obtidos através de entrevistas com professores e estudantes da referida escola. Para análise dos dados, foram construídas categorias à luz de Bardin e o aporte teórico foi baseado, sobretudo, em Freire, Costa e Almeida, que discorrem sobre as relações humanas, pautando-se em educação afetiva e práticas educacionais reflexivas. Em uma análise preliminar é possível concluir que tanto os professores como os alunos entendem a correlação entre o afeto e o aprender, aplicando a Pedagogia da Presença como construtiva e positiva e da influência da mesma no processo de ensino-aprendizagem.Research, Society and Development2022-09-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3485210.33448/rsd-v11i12.34852Research, Society and Development; Vol. 11 No. 12; e508111234852Research, Society and Development; Vol. 11 Núm. 12; e508111234852Research, Society and Development; v. 11 n. 12; e5081112348522525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34852/29316Copyright (c) 2022 Élida Fernandes da Silva Gomes; Edenar Souza Monteirohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGomes, Élida Fernandes da Silva Monteiro, Edenar Souza 2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34852Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:59.103475Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Presence pedagogy: a necessary practice in school
Pedagogía de la presencia: una práctica necesaria en la escuela
Pedagogia da presença: uma prática necessária na escola
title Presence pedagogy: a necessary practice in school
spellingShingle Presence pedagogy: a necessary practice in school
Gomes, Élida Fernandes da Silva
Enseñanza y aprendizaje
Estudiantes
Docentes
Pedagogía de la presencia.
Teaching learning
Students
Teachers
Pedagogy of presence.
Ensino-aprendizagem
Alunos
Professores
Pedagogia da presença.
title_short Presence pedagogy: a necessary practice in school
title_full Presence pedagogy: a necessary practice in school
title_fullStr Presence pedagogy: a necessary practice in school
title_full_unstemmed Presence pedagogy: a necessary practice in school
title_sort Presence pedagogy: a necessary practice in school
author Gomes, Élida Fernandes da Silva
author_facet Gomes, Élida Fernandes da Silva
Monteiro, Edenar Souza
author_role author
author2 Monteiro, Edenar Souza
author2_role author
dc.contributor.author.fl_str_mv Gomes, Élida Fernandes da Silva
Monteiro, Edenar Souza
dc.subject.por.fl_str_mv Enseñanza y aprendizaje
Estudiantes
Docentes
Pedagogía de la presencia.
Teaching learning
Students
Teachers
Pedagogy of presence.
Ensino-aprendizagem
Alunos
Professores
Pedagogia da presença.
topic Enseñanza y aprendizaje
Estudiantes
Docentes
Pedagogía de la presencia.
Teaching learning
Students
Teachers
Pedagogy of presence.
Ensino-aprendizagem
Alunos
Professores
Pedagogia da presença.
description This article is part of the scope of the master's research, in progress and aims to understand good practices and references on the success of Pedagogy of Presence in the teaching-learning process in a full-time school, also known as full school, located in the municipality of Várzea Grande/MT. This is a case study qualitative research and the data were obtained through an interview with teachers and students of the aforementioned school. For data analysis, categories were constructed in the light of Bardin and the theoretical contribution will be based mainly on Freire, Costa and Almeida, who discuss human relationships, based on affective education and reflective educational practices. In a preliminary analysis, it is possible to conclude that both teachers and students understand the correlation between affection and learning by applying the Pedagogy of Presence as constructive and positive and its influence to the teaching-learning process.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-22
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://rsdjournal.org/index.php/rsd/article/view/34852
10.33448/rsd-v11i12.34852
url https://rsdjournal.org/index.php/rsd/article/view/34852
identifier_str_mv 10.33448/rsd-v11i12.34852
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/34852/29316
dc.rights.driver.fl_str_mv Copyright (c) 2022 Élida Fernandes da Silva Gomes; Edenar Souza Monteiro
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Élida Fernandes da Silva Gomes; Edenar Souza Monteiro
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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 12; e508111234852
Research, Society and Development; Vol. 11 Núm. 12; e508111234852
Research, Society and Development; v. 11 n. 12; e508111234852
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052723731890176

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