A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná
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 do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4949 |
Resumo: | This work sought to develop, together with 9th grade students. year of elementary school, in the public school in the countryside, where I work, an action research that sought to give visibility to the cultural practices and local knowledge of the residents of the Marmelândia community, providing opportunities for multi-tools. Thus, I developed, together with the students, a Multiliteracy Project entitled “The Boniteza do Fazer Juntos”, which gave us the opportunity to register, through the discursive genre literary memories, oral narratives about the life history of the residents of Marmelândia and the elaboration of a documentary about the memories of the residents of the community, to be presented to the local community and the school, in a cultural moment. As for the methodology, I adopted the qualitative / interpretive approach, the use of ethnography and, based on action research, I sought to describe the methods and data generation of this study. Thus, I highlighted that the data were generated by me and the students, as active subjects of the research. For that, we used the “field diary”, participant observation, open interviews and listening to the oral narratives of black residents, which were recorded on audio and video and photographed. The theoretical basis that founded it was Paulo Freire's pedagogy of autonomy (1996); the discursive genres, Bakhtin (2011); literacies, Kleiman (2009), Tinoco (2014), and Rojo (2002); multi-tools, Rojo (2012); culturally sensitive pedagogy and action research, Bortoni Ricardo (2008); among others. The research now presented was the result of my concerns as a public school teacher in the countryside. It was also the result of collective work, with employees, with 9th grade students. year and with the black residents of Marmelândia. Based on the present study, it was possible to affirm that the local knowledge and cultural practices of these residents contributed to the students' multi-skills. year of public school in the countryside, as they were constantly involved in the teaching and learning process. The interaction between all made it possible to raise the awareness of the research subjects and the perception of the value of these subjects, through whose memories the discursive productions of literary and documentary memories took place. In addition, the pedagogical actions represented, for black subjects, remembering their own past, revisiting themselves, looking for their origins, tracing the places until their arrival and stay in Marmelândia, showing there processes of social exclusion, prejudices, temporary work, the lack of or little land and, mainly, the meaning of the Iguaçu River and its banks in their lives. Through multicourse practices, a dialectical relationship between community and school was possible, with no hierarchical teaching and learning process between the subjects of these two spaces. On the contrary, these subjects complement each other and (re) know each other in these discursive genres and also provided the deterritorialization of knowledge and the decentralization of experienced pedagogical knowledge. |
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Santos, Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271Baumgärtner, Carmen Teresinhahttp://lattes.cnpq.br/4125351448244478Jung, Neiva Mariahttp://lattes.cnpq.br/9923668188972592Amato, Laura Janaína Diashttp://lattes.cnpq.br/0986145314688863http://lattes.cnpq.br/7315663440135701Silva, Rosangela Margarete Scopel da2020-09-22T19:21:01Z2020-03-20SILVA, Rosangela Margarete Scopel da. A boniteza do fazer juntos: pesquisaação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná. 2020. 140 f. Dissertação( Letras - Mestrado Profissional) - Universidade Estadual do Oeste do Paraná, Cascavel PR.http://tede.unioeste.br/handle/tede/4949This work sought to develop, together with 9th grade students. year of elementary school, in the public school in the countryside, where I work, an action research that sought to give visibility to the cultural practices and local knowledge of the residents of the Marmelândia community, providing opportunities for multi-tools. Thus, I developed, together with the students, a Multiliteracy Project entitled “The Boniteza do Fazer Juntos”, which gave us the opportunity to register, through the discursive genre literary memories, oral narratives about the life history of the residents of Marmelândia and the elaboration of a documentary about the memories of the residents of the community, to be presented to the local community and the school, in a cultural moment. As for the methodology, I adopted the qualitative / interpretive approach, the use of ethnography and, based on action research, I sought to describe the methods and data generation of this study. Thus, I highlighted that the data were generated by me and the students, as active subjects of the research. For that, we used the “field diary”, participant observation, open interviews and listening to the oral narratives of black residents, which were recorded on audio and video and photographed. The theoretical basis that founded it was Paulo Freire's pedagogy of autonomy (1996); the discursive genres, Bakhtin (2011); literacies, Kleiman (2009), Tinoco (2014), and Rojo (2002); multi-tools, Rojo (2012); culturally sensitive pedagogy and action research, Bortoni Ricardo (2008); among others. The research now presented was the result of my concerns as a public school teacher in the countryside. It was also the result of collective work, with employees, with 9th grade students. year and with the black residents of Marmelândia. Based on the present study, it was possible to affirm that the local knowledge and cultural practices of these residents contributed to the students' multi-skills. year of public school in the countryside, as they were constantly involved in the teaching and learning process. The interaction between all made it possible to raise the awareness of the research subjects and the perception of the value of these subjects, through whose memories the discursive productions of literary and documentary memories took place. In addition, the pedagogical actions represented, for black subjects, remembering their own past, revisiting themselves, looking for their origins, tracing the places until their arrival and stay in Marmelândia, showing there processes of social exclusion, prejudices, temporary work, the lack of or little land and, mainly, the meaning of the Iguaçu River and its banks in their lives. Through multicourse practices, a dialectical relationship between community and school was possible, with no hierarchical teaching and learning process between the subjects of these two spaces. On the contrary, these subjects complement each other and (re) know each other in these discursive genres and also provided the deterritorialization of knowledge and the decentralization of experienced pedagogical knowledge.Este trabalho procurou desenvolver, juntamente com os alunos do 9º. ano do Ensino Fundamental, na escola pública do campo, local onde trabalho, uma pesquisa-ação que buscou dar visibilidade às práticas culturais e saberes locais dos moradores da comunidade da Marmelândia, oportunizando práticas de multiletramentos. Assim, desenvolvi, juntamente com os alunos, um Projeto de Multiletramentos intitulado “A Boniteza do Fazer Juntos”, o qual nos oportunizou o registro, por meio do gênero discursivo memórias literárias, as narrativas orais sobre a história de vida dos moradores da Marmelândia e a elaboração de um documentário sobre as memórias dos moradores da comunidade, para ser apresentado à comunidade local e à escola, em um momento cultural. Quanto à metodologia, adotei a abordagem qualitativa/interpretativista, o uso da etnografia e, com base na pesquisa-ação, que busquei descrever os métodos e a geração de dados deste estudo. Assim, destaquei que os dados foram gerados por mim e pelos alunos, enquanto sujeitos ativos da pesquisa. Utilizamos, para isso, o “diário de campo”, a observação participante, as entrevistas abertas e a escuta das narrativas orais dos moradores negros, as quais foram gravadas em áudio e vídeo e fotografadas. A base teórica que a fundamentou foi a pedagogia da autonomia de Paulo Freire (1996); os gêneros discursivos, Bakhtin (2011); letramentos, Kleiman (2009), Tinoco (2014), e Rojo (2002); multiletramentos, Rojo (2012); a pedagogia culturalmente sensível e pesquisa-ação, Bortoni Ricardo (2008); entre outros. A pesquisa ora apresentada foi resultado das minhas inquietações como professora de escola pública do campo. Foi, também, resultado de um trabalho coletivo, junto de colaboradores, com os alunos do 9º. ano e com os moradores negros da Marmelândia. Partindo do presente estudo, foi possível afirmar que os saberes locais e as práticas culturais desses moradores contribuíram para os multiletramentos dos alunos do 9º. ano da escola pública do campo, pois os mesmos estiveram envolvidos constantemente no processo de ensino e aprendizagem. A interação entre todos possibilitou a sensibilização dos sujeitos da pesquisa e a percepção do valor desses sujeitos, por meio de cujas memórias deu-se a feitura das produções discursivas das memórias literárias e do documentário. Além disso, as ações pedagógicas representaram, para os sujeitos negros, rememorar o próprio passado, revisitar-se, buscar as suas origens, tracejar os lugares até sua chegada e permanência em Marmelândia, evidenciando ali processos de exclusão social, preconceitos, trabalho temporário, a falta de ou a pouca terra e, principalmente, o sentido do rio Iguaçu e de suas margens nas suas vidas. Por meio de práticas de multiletramentos foi possível uma relação dialética entre comunidade e escola, não existindo um processo hierárquico de ensino e aprendizagem entre os sujeitos desses dois espaços. Ao contrário, esses sujeitos se complementam e se (re)conhecem nesses gêneros discursivos e também proporcionaram a desterritorialização dos conhecimentos e a descentralização dos saberes pedagógicos vivenciados.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2020-09-22T19:21:01Z No. of bitstreams: 2 Rosângela Margarete Scopel da Silva.pdf: 2231758 bytes, checksum: 04821978510f9babfb5c1ec59a46ea1f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-09-22T19:21:01Z (GMT). No. of bitstreams: 2 Rosângela Margarete Scopel da Silva.pdf: 2231758 bytes, checksum: 04821978510f9babfb5c1ec59a46ea1f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-03-20application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Letras - Mestrado ProfissionalUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPesquisa-açãoPluralismo CulturalEtnicidadeMultiletramentosAction researchCultural PluralismEthnicityMulti-toolsLETRAS::LINGUA PORTUGUESAA boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-ParanáThe beauty of doing together: action research as a possibility for the protagonism of the teacher, students and residents of Marmelândia-Paranáinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis80348688667402910306006006006678066452762177366-2744512914176983623reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALRosângela Margarete Scopel da Silva.pdfRosângela Margarete Scopel da Silva.pdfapplication/pdf2231758http://tede.unioeste.br:8080/tede/bitstream/tede/4949/5/Ros%C3%A2ngela+Margarete+Scopel+da+Silva.pdf04821978510f9babfb5c1ec59a46ea1fMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
dc.title.alternative.eng.fl_str_mv |
The beauty of doing together: action research as a possibility for the protagonism of the teacher, students and residents of Marmelândia-Paraná |
title |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
spellingShingle |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná Silva, Rosangela Margarete Scopel da Pesquisa-ação Pluralismo Cultural Etnicidade Multiletramentos Action research Cultural Pluralism Ethnicity Multi-tools LETRAS::LINGUA PORTUGUESA |
title_short |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
title_full |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
title_fullStr |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
title_full_unstemmed |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
title_sort |
A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná |
author |
Silva, Rosangela Margarete Scopel da |
author_facet |
Silva, Rosangela Margarete Scopel da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee1.fl_str_mv |
Baumgärtner, Carmen Teresinha |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4125351448244478 |
dc.contributor.referee2.fl_str_mv |
Jung, Neiva Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9923668188972592 |
dc.contributor.referee3.fl_str_mv |
Amato, Laura Janaína Dias |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0986145314688863 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7315663440135701 |
dc.contributor.author.fl_str_mv |
Silva, Rosangela Margarete Scopel da |
contributor_str_mv |
Santos, Maria Elena Pires Baumgärtner, Carmen Teresinha Jung, Neiva Maria Amato, Laura Janaína Dias |
dc.subject.por.fl_str_mv |
Pesquisa-ação Pluralismo Cultural Etnicidade Multiletramentos |
topic |
Pesquisa-ação Pluralismo Cultural Etnicidade Multiletramentos Action research Cultural Pluralism Ethnicity Multi-tools LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Action research Cultural Pluralism Ethnicity Multi-tools |
dc.subject.cnpq.fl_str_mv |
LETRAS::LINGUA PORTUGUESA |
description |
This work sought to develop, together with 9th grade students. year of elementary school, in the public school in the countryside, where I work, an action research that sought to give visibility to the cultural practices and local knowledge of the residents of the Marmelândia community, providing opportunities for multi-tools. Thus, I developed, together with the students, a Multiliteracy Project entitled “The Boniteza do Fazer Juntos”, which gave us the opportunity to register, through the discursive genre literary memories, oral narratives about the life history of the residents of Marmelândia and the elaboration of a documentary about the memories of the residents of the community, to be presented to the local community and the school, in a cultural moment. As for the methodology, I adopted the qualitative / interpretive approach, the use of ethnography and, based on action research, I sought to describe the methods and data generation of this study. Thus, I highlighted that the data were generated by me and the students, as active subjects of the research. For that, we used the “field diary”, participant observation, open interviews and listening to the oral narratives of black residents, which were recorded on audio and video and photographed. The theoretical basis that founded it was Paulo Freire's pedagogy of autonomy (1996); the discursive genres, Bakhtin (2011); literacies, Kleiman (2009), Tinoco (2014), and Rojo (2002); multi-tools, Rojo (2012); culturally sensitive pedagogy and action research, Bortoni Ricardo (2008); among others. The research now presented was the result of my concerns as a public school teacher in the countryside. It was also the result of collective work, with employees, with 9th grade students. year and with the black residents of Marmelândia. Based on the present study, it was possible to affirm that the local knowledge and cultural practices of these residents contributed to the students' multi-skills. year of public school in the countryside, as they were constantly involved in the teaching and learning process. The interaction between all made it possible to raise the awareness of the research subjects and the perception of the value of these subjects, through whose memories the discursive productions of literary and documentary memories took place. In addition, the pedagogical actions represented, for black subjects, remembering their own past, revisiting themselves, looking for their origins, tracing the places until their arrival and stay in Marmelândia, showing there processes of social exclusion, prejudices, temporary work, the lack of or little land and, mainly, the meaning of the Iguaçu River and its banks in their lives. Through multicourse practices, a dialectical relationship between community and school was possible, with no hierarchical teaching and learning process between the subjects of these two spaces. On the contrary, these subjects complement each other and (re) know each other in these discursive genres and also provided the deterritorialization of knowledge and the decentralization of experienced pedagogical knowledge. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-09-22T19:21:01Z |
dc.date.issued.fl_str_mv |
2020-03-20 |
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 |
SILVA, Rosangela Margarete Scopel da. A boniteza do fazer juntos: pesquisaação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná. 2020. 140 f. Dissertação( Letras - Mestrado Profissional) - Universidade Estadual do Oeste do Paraná, Cascavel PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4949 |
identifier_str_mv |
SILVA, Rosangela Margarete Scopel da. A boniteza do fazer juntos: pesquisaação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná. 2020. 140 f. Dissertação( Letras - Mestrado Profissional) - Universidade Estadual do Oeste do Paraná, Cascavel PR. |
url |
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