Modos de organização da prática pedagógica: o reforço escolar e a linguagem escrita
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Data
2022-03-11
Autores
Santos, Fabio Schwarz Soares dos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Os modos de organização da prática pedagógica são meios para que os professores possam atuar de forma intencional e promover o desenvolvimento das aprendizagens dos educandos, por intermédio da retomada da aprendizagem de conteúdo. Neste sentido, frente às singularidades da linguagem escrita dos estudantes de 6º ao 9º ano, que apresentam dificuldades na compreensão e aprendizagem, nos cabe fazer o questionamento sobre como as escolas organizam o trabalho pedagógico para a apropriação dos conteúdos, por parte dos alunos que acessam o Ensino Fundamental - Séries Finais (6º ano) sem os conhecimentos pré-acadêmicos? A hipótese é de que o reforço escolar pode ser um dos modos de organização que pode atender esta necessidade pedagógica, porém, em diversos sistemas de ensino é priorizado apenas nas disciplinas de Língua Portuguesa e Matemática, o que não garante a efetiva aprendizagem da linguagem escrita, uma vez que, em muitas situações, as preocupações do ensino da Língua Portuguesa estão pautadas nos estudos gramaticais e ortográficos. Neste sentido, o objetivo desta tese é compreender como o reforço escolar é organizado de forma a atender efetivamente às reais necessidades de aprendizagem dos alunos com dificuldades de aprendizagem na linguagem escrita, nas diferentes áreas do conhecimento, bem como conceber e/ou organizar o reforço escolar dentro de uma nova perspectiva. Para tanto, a geração dos dados foi organizada em três momentos distintos, entendido como encontros dialogados que após, foi organizado em três categorias para análise e discussão, como sendo: (Pré) Conceito; Processo do Conceito e Conceito em Processo. No primeiro momento, os protagonistas foram professores de Ensino Fundamental - Séries Finais e gestores, nas 05 escolas do sistema de ensino pesquisado. No segundo momento, as reflexões foram realizadas de forma colaborativa com os 17 protagonistas da escola na qual foi realizada a intervenção e, no terceiro momento, com 11 protagonistas que atuam com a organização pedagógica e administrativa, A análise dos dados está apoiada nos fundamentos teóricos da Teoria Histórico Cultural e na aproximação com as ideias bakhtnianas. A pesquisa evidenciou as concepções dos protagonistas frente à temática, bem como os gestores organizam o trabalho com atividades de recuperação e reforço das aprendizagens. Ao final da pesquisa, a materialização foi a elaboração da ação de Retomada da Aprendizagem dos Conteúdos (RAC) desenvolvida e organizada a partir das investigações, em formato de plano de trabalho, com proposições para implementação e avaliação do desempenho dos estudantes.
The modes of organization of pedagogical practice are means for teachers to act intentionally and promote the development of students' learning, through the resumption of content learning. In this sense, in view of the singularities of the written language of students from 6th to 9th grade, who have difficulties in understanding and learning, it is up to us to question how schools organize the pedagogical work for the appropriation of content, by students who access Elementary School II (6th year) without pre-academic knowledge? The hypothesis is that school reinforcement can be one of the ways of organization that can meet this pedagogical need, however, in several teaching systems it is prioritized only in the subjects of Portuguese Language and Mathematics, which does not guarantee the effective learning of written language. , since, in many situations, the concerns of teaching the Portuguese language are based on grammatical and orthographic studies. In this sense, the objective of this thesis is to understand how tutoring is organized in order to effectively meet the real learning needs of students with learning difficulties in written language, in different areas of knowledge, as well as design and/or organize tutoring. school from a new perspective. For that, the data generation was organized in three distinct moments, understood as dialogued meetings that after, were organized in three categories for analysis and discussion: (Pre) Concept; Concept Process and Concept in Process. In the first moment, the protagonists were 33 teachers of Elementary School II, in the 05 schools of the researched education system. In the second moment, the reflections were carried out in a collaborative way with the 17 protagonists of the school in which the intervention was carried out and, in the third moment, with 11 protagonists who work with the pedagogical and administrative organization. Cultural Historical Theory and the approximation with Bakhtnian ideas. The research evidenced the protagonists' conceptions regarding the theme, as well as the managers organize the work with activities of recovery and reinforcement of learning. At the end of the research, the materialization was the elaboration of the Resumption of Content Learning (RAC) action developed and organized from the investigations, in the form of a work plan, with proposals for implementation and evaluation of student performance.
The modes of organization of pedagogical practice are means for teachers to act intentionally and promote the development of students' learning, through the resumption of content learning. In this sense, in view of the singularities of the written language of students from 6th to 9th grade, who have difficulties in understanding and learning, it is up to us to question how schools organize the pedagogical work for the appropriation of content, by students who access Elementary School II (6th year) without pre-academic knowledge? The hypothesis is that school reinforcement can be one of the ways of organization that can meet this pedagogical need, however, in several teaching systems it is prioritized only in the subjects of Portuguese Language and Mathematics, which does not guarantee the effective learning of written language. , since, in many situations, the concerns of teaching the Portuguese language are based on grammatical and orthographic studies. In this sense, the objective of this thesis is to understand how tutoring is organized in order to effectively meet the real learning needs of students with learning difficulties in written language, in different areas of knowledge, as well as design and/or organize tutoring. school from a new perspective. For that, the data generation was organized in three distinct moments, understood as dialogued meetings that after, were organized in three categories for analysis and discussion: (Pre) Concept; Concept Process and Concept in Process. In the first moment, the protagonists were 33 teachers of Elementary School II, in the 05 schools of the researched education system. In the second moment, the reflections were carried out in a collaborative way with the 17 protagonists of the school in which the intervention was carried out and, in the third moment, with 11 protagonists who work with the pedagogical and administrative organization. Cultural Historical Theory and the approximation with Bakhtnian ideas. The research evidenced the protagonists' conceptions regarding the theme, as well as the managers organize the work with activities of recovery and reinforcement of learning. At the end of the research, the materialization was the elaboration of the Resumption of Content Learning (RAC) action developed and organized from the investigations, in the form of a work plan, with proposals for implementation and evaluation of student performance.
Descrição
Palavras-chave
Reforço escolar, Aprendizagem, Ensino fundamental II, Teoria histórico-cultural, School reinforcement, Learning, Elementary school II, Cultural historical theory
Como citar
SANTOS, Fabio Schwarz Soares dos. Modos de organização da prática pedagógica: o reforço escolar e a linguagem escrita. Universidade Estadual Paulista (Unesp), 2022.