Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas

This article aims to reflect about the pedagogical practices developed in multisseriateclasses in rural education, the research was conducted in one of the fifteen rural schools in the municipality of Marcelino Vieira-RN, the locus School of research is located in a community that has about thirty (...

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Autor principal: Oliveira, Antonia Poliana Chaves de
Outros Autores: Lopes, Wiama de Jesus Freitas
Formato: bachelorThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Educação do Campo. Classes Multisseriadas. Prática Pedagógica.
Rural Education. Multisseriate classes. Pedagogical practices.
Endereço do item:https://repositorio.ufrn.br/handle/123456789/41880
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id ri-123456789-41880
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Educação do Campo. Classes Multisseriadas. Prática Pedagógica.
Rural Education. Multisseriate classes. Pedagogical practices.
spellingShingle Educação do Campo. Classes Multisseriadas. Prática Pedagógica.
Rural Education. Multisseriate classes. Pedagogical practices.
Oliveira, Antonia Poliana Chaves de
Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
description This article aims to reflect about the pedagogical practices developed in multisseriateclasses in rural education, the research was conducted in one of the fifteen rural schools in the municipality of Marcelino Vieira-RN, the locus School of research is located in a community that has about thirty (30) families, distant 18 km from the municipality of Marcelino Vieira-RN.With the objective of analyze what guides the pedagogical practice developed in multisseriate class of a rural school of this municipality. This paper it is about a research with qualitative approach, that for data collection were conducted interviews and observations in order to analyze the effectiveness of teaching and pedagogic strategies with respect to the meanings and learning established in multisseriate classes. This paper had as a guiding question of research: What are the established relations between the pedagogical practices in multisseriate class as to what is recommended in the rural education? For the construction of this paper was adopted as a referential the theoretical studies in Caldart (2012), Hage (2009 and 2011), Santos and Moors (2010), Ferreira (2008) and Freire (2011), among other authors that reference studies on Rural Education, multisseriate classes, and pedagogical practices. Such research is the result of observations that aims to improve the learning process, through reflection, systematization and construction of the information, as it is through a survey that we know the reality in which the teacher of a multisseriate class faces within their working environment. Through this research, according to the theoretical and the investigations that allow us to affirm that the rural education, has stabilized as a new model that will guide the curriculum and their own pedagogical practice in rural schools. However, there are fragments that can be strengthened, such as the preparation of the Political Pedagogical Project of the Rural Schools of the Municipality of Marcelino Vieira-RN.
author2 Lopes, Wiama de Jesus Freitas
author_facet Lopes, Wiama de Jesus Freitas
Oliveira, Antonia Poliana Chaves de
format bachelorThesis
author Oliveira, Antonia Poliana Chaves de
author_sort Oliveira, Antonia Poliana Chaves de
title Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
title_short Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
title_full Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
title_fullStr Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
title_full_unstemmed Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas
title_sort práticas pedagógicas em turmas multisseriadas na educação do campo: experiências e perspectivas
publisher Universidade Federal do Rio Grande do Norte
publishDate 2016
url https://repositorio.ufrn.br/handle/123456789/41880
work_keys_str_mv AT oliveiraantoniapolianachavesde praticaspedagogicasemturmasmultisseriadasnaeducacaodocampoexperienciaseperspectivas
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spelling ri-123456789-418802021-10-05T14:18:11Z Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas Oliveira, Antonia Poliana Chaves de Lopes, Wiama de Jesus Freitas Costa, Maria da Conceição Silva, Raimundo Paulino da Educação do Campo. Classes Multisseriadas. Prática Pedagógica. Rural Education. Multisseriate classes. Pedagogical practices. This article aims to reflect about the pedagogical practices developed in multisseriateclasses in rural education, the research was conducted in one of the fifteen rural schools in the municipality of Marcelino Vieira-RN, the locus School of research is located in a community that has about thirty (30) families, distant 18 km from the municipality of Marcelino Vieira-RN.With the objective of analyze what guides the pedagogical practice developed in multisseriate class of a rural school of this municipality. This paper it is about a research with qualitative approach, that for data collection were conducted interviews and observations in order to analyze the effectiveness of teaching and pedagogic strategies with respect to the meanings and learning established in multisseriate classes. This paper had as a guiding question of research: What are the established relations between the pedagogical practices in multisseriate class as to what is recommended in the rural education? For the construction of this paper was adopted as a referential the theoretical studies in Caldart (2012), Hage (2009 and 2011), Santos and Moors (2010), Ferreira (2008) and Freire (2011), among other authors that reference studies on Rural Education, multisseriate classes, and pedagogical practices. Such research is the result of observations that aims to improve the learning process, through reflection, systematization and construction of the information, as it is through a survey that we know the reality in which the teacher of a multisseriate class faces within their working environment. Through this research, according to the theoretical and the investigations that allow us to affirm that the rural education, has stabilized as a new model that will guide the curriculum and their own pedagogical practice in rural schools. However, there are fragments that can be strengthened, such as the preparation of the Political Pedagogical Project of the Rural Schools of the Municipality of Marcelino Vieira-RN. Este artigo tem o objetivo de refletir acerca das práticas pedagógicas desenvolvidas em classes multisseriadas na educação do campo. A pesquisa foi realizada em uma das quinze Escolas do Campo que funcionam no município de Marcelino Vieira-RN, a Escola locus da pesquisa fica localizada em uma comunidade que conta com cerca de trinta (30) famílias, distante 18 km do Município de Marcelino Vieira-RN. Para tanto, propõe-se nesta produção analisar o que norteia a prática pedagógica, sua organização, fundamentação e em que se ancora a prática pedagógica desenvolvida na turma multisseriada quanto às dinâmicas e perspectivas de uma escola do campo deste Municipio, à luz do que se preconiza a Educação do Campo. A abordagem metodológica desta produção trata-se de uma pesquisa com abordagem qualitativa que, por sua vez, orientou o levantamento de dados com a realização de entrevistas e observações de campo, no intuito de analisar a efetividade do ensino e às estratégias didáticas concernentes aos significados e às aprendizagens estabelecidas em classes multisseriadas. O presente trabalho teve como questão norteadora da pesquisa a seguinte inquietação: “Quais as relações estabelecidas entre as práticas pedagógicas em turma multisseriada e as perspectivas do processo de ensino-aprendizagem fomentadas pela Educação do e no Campo?” Para a construção deste trabalho adotou-se fundamentalmente como referencial teórico Caldart (2012), Hage (2009; 2011), Santos e Mouros (2010), Ferreira (2008) e Freire (2011). Como aproximações conclusivas este estudo pauta a urgente necessidade de melhoria no processo de aprendizagem na Educação do Campo por meio da tríade ação-reflexão-ação, da sistematização e da construção de estruturas pedagógicas específicas para o trabalho docente na Educação do Campo, o fortalecimento da formação continuada de educadores — docentes e não-docentes — ligados à escolarização no Campo esforços devidos de (re)orientação curricular de práticas pedagógicas nas escolas campesinas, nesse caso, em especial, na Rede Pública de Ensino do Município de Marcelino Vieira-RN. 2016-08-23T16:58:50Z 2021-10-05T14:18:11Z 2016-08-23T16:58:50Z 2021-10-05T14:18:11Z 2016-06 bachelorThesis 2012029542 https://repositorio.ufrn.br/handle/123456789/41880 pt_BR application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia

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