Desenvolvimento curricular na escola Maria Peregrina e as possibilidades do agir comunicativo
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Data
2018-08-17
Autores
Rodrigues, Alana Fuzaro de Barros
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa tem como cenário de investigação a Escola Maria Peregrina, uma escola confessional situada no município de São José do Rio Preto, interior do estado de São Paulo, que trabalha com uma proposta metodológica pautada na Pedagogia de Projetos. O objetivo é investigar se os principais pressupostos da organização e do desenvolvimento curricular da referida escola favorecem o que Longhi (2005) defende como Ação Educativa na perspectiva do Agir Comunicativo de Jürgen Habermas. Trata-se de um estudo de caso único de natureza qualitativa. Estabelece-se um diálogo entre as teorias do currículo e a legislação para o ensino de matemática, tendo como referencial a Ação Educativa na perspectiva do Agir Comunicativo, pois, por se tratarem de crianças e adolescentes, não se pode esperar que o ideal da Ação Comunicativa se concretize, tal como supõe Habermas, para acontecer entre e por adultos. Os dados foram constituídos por meio de levantamento documental, no qual foram analisados Itinerários Propostos dos projetos, fichas de Comentário do Tutor e/ou Orientador Educativo sobre Atividade do aluno, fichas das auto avaliações dos alunos e o diário (caderno) de anotações do professor especialista da inteligência lógico-matemática. Foi também realizado um levantamento de práticas, no qual foram analisadas a escolha do projeto, a construção do Itinerário Proposto, a maneira como acontecem os plantões de aprendizagem e as Avaliativas formais e informais. As análises dos dados evidenciaram que ações desenvolvidas na Escola Maria Peregrina, tais como a maneira de abordar o Currículo de Matemática do Estado de São Paulo, a relação professor-aluno ao elaborar o Itinerário Proposto e o modo como é tratada a avaliação da aprendizagem, fazem da Ação Educativa uma possibilidade de Agir Comunicativo entre crianças e adolescentes.
This research has as its investigative scenario the Maria Peregrina School, a confessional school located in São José do Rio Preto, in the interior of the state of São Paulo, Brazil. The pedagogic program of the school is built on project-based learning. The objective of the study is to investigate if the main assumptions of the organization and curriculum development of the school offer ways to develop what Longhi (2005) states as Educational Action in the perspective of Communicative Action of Jürgen Habermas. This is a qualitative case study. The research explores a dialogue between curriculum theories and policies for mathematics teaching, regarding as theoretical framework the notion of Educational Action as Communicative Action. Since the participants are children and adolescents, the ideal of Communicative Action can not be expected to de materialized as Habermas supposes to happen between and by adults. The data were constituted by document analysis, which considered Project Itineraries, Tutor Comments and/or Educational Advisor on Student Activity, student self-assessment fact notes, and notebook (diary) of specialist teacher’s notes on logical-mathematical intelligence. It was also conducted a analysis of practices considering the choice of the project, the construction of the Proposed Itinerary, the way in which the learning sessions occur, and assessment and evaluation. The analysis of the data showed that actions developed at the Maria Peregrina School, such as the way to approach the Mathematics Curriculum of the State of São Paulo, the teacher-student relationship in elaborating the Proposed Itinerary and the way in which the evaluation of learning is handled, offered ways for Educational Action as a possibility of Communicative Action among children and adolescents.
This research has as its investigative scenario the Maria Peregrina School, a confessional school located in São José do Rio Preto, in the interior of the state of São Paulo, Brazil. The pedagogic program of the school is built on project-based learning. The objective of the study is to investigate if the main assumptions of the organization and curriculum development of the school offer ways to develop what Longhi (2005) states as Educational Action in the perspective of Communicative Action of Jürgen Habermas. This is a qualitative case study. The research explores a dialogue between curriculum theories and policies for mathematics teaching, regarding as theoretical framework the notion of Educational Action as Communicative Action. Since the participants are children and adolescents, the ideal of Communicative Action can not be expected to de materialized as Habermas supposes to happen between and by adults. The data were constituted by document analysis, which considered Project Itineraries, Tutor Comments and/or Educational Advisor on Student Activity, student self-assessment fact notes, and notebook (diary) of specialist teacher’s notes on logical-mathematical intelligence. It was also conducted a analysis of practices considering the choice of the project, the construction of the Proposed Itinerary, the way in which the learning sessions occur, and assessment and evaluation. The analysis of the data showed that actions developed at the Maria Peregrina School, such as the way to approach the Mathematics Curriculum of the State of São Paulo, the teacher-student relationship in elaborating the Proposed Itinerary and the way in which the evaluation of learning is handled, offered ways for Educational Action as a possibility of Communicative Action among children and adolescents.
Descrição
Palavras-chave
Agir comunicativo, Ação educativa, Currículo de matemática, Escola confessional, Communicative action, Educational action, Mathematics curriculum, Confessional school