A formação do sentido de comunidade com as crianças de três a dez anos no Movimento da Escola Moderna Portuguesa
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Data
2022-02-22
Autores
Labadessa, Vanessa Milani
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa entende o ser humano como um ser social e com esse conceito olha para a Educação. O problema de pesquisa que nos orientou foi: como a escola pode educar com as crianças o sentido de comunidade? Nosso objetivo geral foi investigar como a escola pode educar com as crianças, de três a dez anos, o sentido de comunidade. E para isso nos valemos da experiência do MEM, relatada em livros e artigos. O referencial teórico que fundamenta o trabalho é a abordagem Histórico-Cultural, que valoriza a função da escola e o papel do/a professor/a na formação da personalidade dos indivíduos. Os dados da pesquisa foram produzidos por meio de um recorte temporal entre 2010 e 2020, em artigos da Revista do MEM, que tinham em seus títulos a temática relacionada com a nossa pesquisa. Foram selecionados dez artigos que traziam diálogos entre as crianças ou depoimentos delas e, também, a dinâmica do dia a dia na escola. Verificamos que a pedagogia utilizada pelo MEM forma o sentido de comunidade com as crianças. Estas são solidárias, cooperativas e sentem-se responsáveis por seu desenvolvimento pessoal e também pelo coletivo. Observamos que o papel do/a professor/a e os instrumentos de pilotagem que utiliza para organizar contextos de vivências de crianças e alunos – tempo, espaço, relações e atividades - são fundamentais para educar com o grupo o sentido de comunidade. Desta forma, defendemos a tese que por meio da organização da vida na escola, da utilização dos instrumentos de pilotagem e das intervenções pedagógicas realizadas de forma intencional pelo/a professor/a para promover a autonomia, o envolvimento e a participação das crianças, é possível educar com as crianças de três a dez anos o sentido de comunidade.
The present research understands the human being as a social being and with this concept looks at Education. The research problem that guided us was: how can the school educate children with a sense of community? Our general objective was to investigate how the school can educate children, from three to ten years old, the sense of community. And for that we make use of the MEM (Portuguese Modern School Movement) experience, reported in books and articles. The theoretical framework that underlies the work is the Historical-Cultural approach, which values the role of the school and the role of the teacher in the formation of individuals' personalities. The research data were produced through a time frame between 2010 and 2020, in articles from MEM’s magazines, which had in their titles the theme related to our research. Ten articles were selected that brought dialogues between the children or their testimonies, and also the dynamics of everyday life at school. We verified that the pedagogy used by the MEM forms the sense of community with the children. They are solidary, cooperative and feel responsible for their personal and collective development. We observed that the teacher's role and the piloting instruments used to organize the contexts of children's and students' experiences – time, space, relationships and activities – are fundamental to educate a sense of community with the group. In this way, we defend the thesis that through the organization of school life, the use of piloting instruments and pedagogical interventions intentionally carried out by the teacher to promote children's autonomy, involvement and participation, it is possible to educate children from three to ten years of age in a sense of community.
The present research understands the human being as a social being and with this concept looks at Education. The research problem that guided us was: how can the school educate children with a sense of community? Our general objective was to investigate how the school can educate children, from three to ten years old, the sense of community. And for that we make use of the MEM (Portuguese Modern School Movement) experience, reported in books and articles. The theoretical framework that underlies the work is the Historical-Cultural approach, which values the role of the school and the role of the teacher in the formation of individuals' personalities. The research data were produced through a time frame between 2010 and 2020, in articles from MEM’s magazines, which had in their titles the theme related to our research. Ten articles were selected that brought dialogues between the children or their testimonies, and also the dynamics of everyday life at school. We verified that the pedagogy used by the MEM forms the sense of community with the children. They are solidary, cooperative and feel responsible for their personal and collective development. We observed that the teacher's role and the piloting instruments used to organize the contexts of children's and students' experiences – time, space, relationships and activities – are fundamental to educate a sense of community with the group. In this way, we defend the thesis that through the organization of school life, the use of piloting instruments and pedagogical interventions intentionally carried out by the teacher to promote children's autonomy, involvement and participation, it is possible to educate children from three to ten years of age in a sense of community.
Descrição
Palavras-chave
Educação, Educação escolar, Sentido de comunidade, Relação adulto-criança, Movimento da Escola Moderna Portuguesa (MEM), Education, School education, Sense of community, Adult-child relation, Portuguese Modern School Movement (MEM)
Como citar
Labadessa, Vanessa Milani. A formação do sentido de comunidade com as crianças de três a dez anos no Movimento da Escola Moderna Portuguesa. Universidade Estadual Paulista (Unesp), 2022.