O olhar dos estudantes sobre a relação escola-bairro: um estudo no Guarapes, Natal-RN
Currently the approach between the school and the local context in which it operates is discussed, based on the terminology 'school-community relationship.' Advocating the importance of considering the physical and social aspects of the school and the space where it is located, this disser...
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| フォーマット: | Dissertação |
| 言語: | por |
| 出版事項: |
Brasil
|
| 主題: | |
| オンライン･アクセス: | https://repositorio.ufrn.br/jspui/handle/123456789/22359 |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
| 要約: | Currently the approach between the school and the local context in which it operates is discussed, based on the terminology 'school-community relationship.' Advocating the importance of considering the physical and social aspects of the school and the space where it is located, this dissertation explores the environmental perception to understanding the relationship between both, which involves the appreciation of the person's experience that explores the environment, involving information about the place and its representation. The participants were students of the 9th grade of elementary school from a public school located in the Guarapes, Natal-RN. Methodologically, research used a multimethod strategy, in three steps: 1) do a daily; 2) conducting individual interviews with the participants while walking in the neighborhood; 3) interviews, in order to return the results to the students. Participated in the first stage, 23 students, aged between 13 and 18 years, and in the second stage, 13 students among the ones who participated in the first stage. The result has exposed attractive elements from the neighborhood, located in the so-called "center", and segregated sections, in general located on periphery and associated with insecurity. The perception of the participants also showed that while public policy in the field of education indicate the importance of school-community relationship, students do not seem to recognize commonalities integration between them. It discusses the importance of urban planning bodies; and the role of schools in construction of understanding about the relationship investigated, and the lived realities, reflected in the very exercise of their citizenship. |
|---|