The relationship between school and work: the social reality from the perspective of children and adolescents

In Genetic Epistemology, building social notions is a process of relationship between lived experiences and cognitive constructs. The descriptive case study, from a qualitative perspective, aimed to analyze the ideas of children and adolescents about the relationship between the social notions of sc...

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Principais autores: Peralta, Tania Paula, Oliveira, Francismara Neves de
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/12751
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institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Peralta, Tania Paula
Oliveira, Francismara Neves de
spellingShingle Peralta, Tania Paula
Oliveira, Francismara Neves de
The relationship between school and work: the social reality from the perspective of children and adolescents
author_facet Peralta, Tania Paula
Oliveira, Francismara Neves de
author_sort Peralta, Tania Paula
title The relationship between school and work: the social reality from the perspective of children and adolescents
title_short The relationship between school and work: the social reality from the perspective of children and adolescents
title_full The relationship between school and work: the social reality from the perspective of children and adolescents
title_fullStr The relationship between school and work: the social reality from the perspective of children and adolescents
title_full_unstemmed The relationship between school and work: the social reality from the perspective of children and adolescents
title_sort relationship between school and work: the social reality from the perspective of children and adolescents
description In Genetic Epistemology, building social notions is a process of relationship between lived experiences and cognitive constructs. The descriptive case study, from a qualitative perspective, aimed to analyze the ideas of children and adolescents about the relationship between the social notions of school and work. Twelve students have taken part, since elementary school first grades, until high school, from a public school in a Parana town. The interview procedures were supported in the clinical-critical method of Piaget through the use of representative photographs of school and work. It was consi-dered for analysis the levels of understanding of social reality: predominance of explicit aspects; beginning of the understanding of conflicts between different positions and criti-cal thinking of the social order. The results indicated that the relationship between school and work is a gradual construction and, in the case of the study, the level III of social understanding was not found, even in the participants who attended high school.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2017
url https://periodicos.ufrn.br/educacaoemquestao/article/view/12751
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spelling oai:periodicos.ufrn.br:article-127512019-06-27T16:58:04Z The relationship between school and work: the social reality from the perspective of children and adolescents La relación entre escuela y trabajo: la realidad social en la perspectiva de niños y adolescentes A relação entre escola e trabalho: a realidade social na perspectiva de crianças e adolescentes Peralta, Tania Paula Oliveira, Francismara Neves de Teoria Piagetiana. Conhecimento social. Escola e trabalho. Piaget’s theory. Social Knowledge. School and work. Teoría Piagetiana. Conocimiento Social. Escuela y Trabajo. In Genetic Epistemology, building social notions is a process of relationship between lived experiences and cognitive constructs. The descriptive case study, from a qualitative perspective, aimed to analyze the ideas of children and adolescents about the relationship between the social notions of school and work. Twelve students have taken part, since elementary school first grades, until high school, from a public school in a Parana town. The interview procedures were supported in the clinical-critical method of Piaget through the use of representative photographs of school and work. It was consi-dered for analysis the levels of understanding of social reality: predominance of explicit aspects; beginning of the understanding of conflicts between different positions and criti-cal thinking of the social order. The results indicated that the relationship between school and work is a gradual construction and, in the case of the study, the level III of social understanding was not found, even in the participants who attended high school. En la Epistemología Genética, construir nociones sociales es proceso de rela-ción entre experiencias vivenciadas y construcciones cognitivas. El estudio de caso descriptivo, de perspectiva cualitativa, objetivó analizar ideas de niños y adolescentes acerca de la relación entre las nociones sociales de escuela y trabajo. Participaron 12 alumnos, desde las series iniciales de la Enseñanza Fundamental hasta la Enseñanza Media, de escuela pública en un municipio del estado de Paraná, sur de Brasil. Los procedimientos de entrevista fueron apoyados en el método clínico-crítico de Piaget con el uso de fotografías representativas de escuela y trabajo. Se consideró para análisis, los niveles de comprensión de la realidad social: predominio de los aspectos explíci-tos; el inicio de la comprensión de conflictos entre diferentes posiciones y pensamiento crítico del orden social. Los resultados indicaron que la relación entre escuela y trabajo es construcción gradual y, en el caso del estudio realizado, no se encontró el nivel III de comprensión social, incluso en los participantes que frecuentaban la Enseñanza Media. Na Epistemologia Genética, construir noções sociais é processo de relação entre experiências vivenciadas e construções cognitivas. O estudo de caso descritivo, de perspectiva qualitativa, objetivou analisar ideias de crianças e adolescentes acerca da relação entre as noções sociais de escola e trabalho. Participaram 12 alunos, desde as séries iniciais do Ensino Fundamental até o Ensino Médio, de escola pública em um município paranaense. Os procedimentos de entrevista foram apoiados no método clínico-crítico piagetiano com uso de fotografias representativas de escola e trabalho. Considerou-se para análise, os níveis de compreensão da realidade social: predomínio dos aspectos explícitos; início da compreensão de conflitos entre diferentes posições e pensamento crítico da ordem social. Os resultados indicaram que a relação entre escola e trabalho é construção gradativa e, no caso do estudo realizado, não foi encontrado o nível III de compreensão social, mesmo nos participantes que frequentavam o Ensino Médio. Portal de Periódicos Eletrônicos da UFRN 2017-09-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/12751 Revista Educação em Questão; v. 55 n. 45 (2017): jul./set. 2017; 200-226 1981-1802 0102-7735 10.21680/1981-1802.2017v55n45 por https://periodicos.ufrn.br/educacaoemquestao/article/view/12751/8783

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