Ambientes educativos e conhecimento social: um estudo sobre as representações de escola
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Data
2010-04-01
Autores
Saravali, Eliane Giachetto [UNESP]
Guimarães, Taislene
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Minas Gerais (UFMG), Faculdade de Educação
Resumo
Este artigo apresenta parte de uma pesquisa sobre a construção do conhecimento social fundamentada na teoria piagetiana. Os dados analisados referem-se às ideias de crianças entre 7 e 8 anos a respeito da escola. Os sujeitos foram alunos de duas classes de primeira série: uma considerada ambiente tradicional e a outra considerada ambiente sócio-moral construtivista. Os dados obtidos sofreram análise qualitativa e quantitativa e as respostas dos sujeitos foram comparadas, com a finalidade de descobrir possíveis diferenças naquilo que as crianças pensam em função do ambiente escolar do qual participam. Os resultados demonstraram que as crianças não possuem compreensão real da função da escola e que houve diferença significativa em função do ambiente escolar pesquisado, especificamente em relação à compreensão que os sujeitos apresentam das razões para a existência de uma escola e das caracterizações de uma escola boa e uma escola ruim. Dessa forma, as crianças inseridas no ambiente tradicional consideram que para a existência de uma escola é necessário somente aspectos materiais; já aquelas inseridas no ambiente sócio-moral construtivista consideram a necessidade de outros elementos, tais como as pessoas. As crianças inseridas no ambiente considerado construtivista também apontam aspectos subjetivos e referentes a comportamentos considerados adequados para a caracterização de uma boa escola, o que não ocorre com os alunos do ambiente tradicional.
This article presents part of a research on the social construction of knowledge based on the Piagetian theory. The analyzed data refer to 7 and 8 year-old children ideas about school. The research participants were first grade students of two different classrooms from two different schools: one of the schools was considered traditional whereas the other was considered a model of socio-moral constructivism. The data have undergone qualitative and quantitative analysis and the students' answers were compared in order to discover possible differences in what those children think about the school environment in which they participate. The results showed that those children do not have a real understanding of the school's role, and significant differences were observed regarding the researched schools environment, specifically in terms of the reasons pointed by the research participants when they were asked to justify the existence of a school and to set which would be the main aspects of a good and a bad school. Thus, the children who were included in the traditional context considered that the existence of a school is connected with material aspects only, on the other hand, those who were included in the socio-moral constructivist context considered the need of other factors, such as people. The children involved in the constructive environment have also elected subjective aspects that, from their points of view, were related to what they considered appropriate behavior for the characterization of a good school, which did not occur with students from the traditional environment.
This article presents part of a research on the social construction of knowledge based on the Piagetian theory. The analyzed data refer to 7 and 8 year-old children ideas about school. The research participants were first grade students of two different classrooms from two different schools: one of the schools was considered traditional whereas the other was considered a model of socio-moral constructivism. The data have undergone qualitative and quantitative analysis and the students' answers were compared in order to discover possible differences in what those children think about the school environment in which they participate. The results showed that those children do not have a real understanding of the school's role, and significant differences were observed regarding the researched schools environment, specifically in terms of the reasons pointed by the research participants when they were asked to justify the existence of a school and to set which would be the main aspects of a good and a bad school. Thus, the children who were included in the traditional context considered that the existence of a school is connected with material aspects only, on the other hand, those who were included in the socio-moral constructivist context considered the need of other factors, such as people. The children involved in the constructive environment have also elected subjective aspects that, from their points of view, were related to what they considered appropriate behavior for the characterization of a good school, which did not occur with students from the traditional environment.
Descrição
Palavras-chave
Conhecimento Social, Ambientes Educativos, Ideias sobre Escola, Social Knowledge, Educational Settings, Ideas about School
Como citar
Educação em Revista. Faculdade de Educação da Universidade Federal de Minas Gerais, v. 26, n. 1, p. 157-184, 2010.