Processo de intervenção histórico-cultural na escola: dialogando com gestores, professores e estudantes
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Data
2017-12-15
Autores
Souza, Fabiane Salomão [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem o objetivo de apresentar as possibilidades de atuação do psicólogo e da equipe interdisciplinar na educação, realizando um processo de intervenção de natureza histórico-cultural na escola, com intuito de possibilitar a construção de um espaço de ação, reflexão e ação no interior da escola pública. Os objetivos específicos voltam-se àpromoção de reflexões a respeito dos problemas vividos no cotidiano da escola, junto aos professores e gestores, especialmente sobre as queixas escolares, no intuito de transformar concepções cristalizadas e naturalizantes, realizar um processo de pesquisa-intervenção com estudantes e proporcionar condições favoráveis de aprendizagem e desenvolvimento dos mesmos, rompendo com o modelo de atuação clínico-psicológico na escola. O processo de pesquisaintervenção realizado seguiu os pressupostos da teoria histórico-cultural e os fundamentos do materialismo histórico-dialético. A pesquisa foi realizada em uma escola pública do Sistema Municipal de Educação de Presidente Prudente/SP. Os sujeitos foram os gestores, professores e estudantes de uma sala de aula do 3º ano, do Ensino Fundamental, ciclo I. A metodologia se baseou em encontros semanais com os gestores e professores, durante os momentos de HTPC e com os estudantes, também semanalmente, em sala de aula e na quadra da escola. O processo de pesquisa-intervenção com os gestores e professores foi realizado por meio de discussão de temas de interesse do grupo e com os estudantes, foram realizadas atividades ludopedagógicas envolvendo jogos, brincadeiras, dramatizações, debates e discussões coletivas. No final do processo de pesquisa-intervenção foram constatadas mudanças qualitativas nos sujeitos, principalmente no que se refere a concepções, trabalho coletivo, trabalho educativo, atividade de estudo, situações de resistência/alienação e consciência/humanização. Constatamos que um processo de pesquisa-intervenção realizado de forma coletiva e histórico-cultural, pode engendrar transformações nos sujeitos e na escola, criando condições diferenciadas para a melhoria e transformação da escola pública, isso pela via da construção da consciência crítica dos sujeitos dela participantes.
This research aims to present the possibilities of acting of the psychologist and the interdisciplinary team in the education, realizing a process of intervention of historical and cultural nature in the school, with the intention of enabling the construction of a space of action, reflection and action in the interior of public school. The specific objectives are focused on the promotion of reflections on the problems experienced in the daily life of the school, together with teachers and managers, especially on school complaints, in order to transform crystalized and naturalizing conceptions, carry out a research-intervention process with students and to provide favorable learning and development conditions, breaking with the model of clinical-psychological performance in school. The research-intervention process carried out followed the assumptions of historical-cultural theory and the foundations of historical-dialectical materialism. The research was carried out in a public school of the Municipal Education System of Presidente Prudente / SP. The subjects were the managers, teachers and students of a classroom of the 3rd year, Elementary School, cycle I. The methodology was based on weekly meetings with managers and teachers, during HTPC moments and with students, also weekly , in the classroom and on the school grounds. The research-intervention process with the managers and teachers was carried out by means of a discussion of topics of interest to the group and with the students, ludopedagogues activities were carried out involving games, games, dramatizations, debates and collective discussions. At the end of the research-intervention process qualitative changes were observed in the subjects, mainly in terms of conceptions, collective work, educational work, study activity, resistance / alienation situations and consciousness / humanization. We found that a researchintervention process carried out collectively and historically and culturally, can generate transformations in the subjects and in the school, creating different conditions for the improvement and transformation of the public school, through the construction of a critical awareness of the participants' subjects.
This research aims to present the possibilities of acting of the psychologist and the interdisciplinary team in the education, realizing a process of intervention of historical and cultural nature in the school, with the intention of enabling the construction of a space of action, reflection and action in the interior of public school. The specific objectives are focused on the promotion of reflections on the problems experienced in the daily life of the school, together with teachers and managers, especially on school complaints, in order to transform crystalized and naturalizing conceptions, carry out a research-intervention process with students and to provide favorable learning and development conditions, breaking with the model of clinical-psychological performance in school. The research-intervention process carried out followed the assumptions of historical-cultural theory and the foundations of historical-dialectical materialism. The research was carried out in a public school of the Municipal Education System of Presidente Prudente / SP. The subjects were the managers, teachers and students of a classroom of the 3rd year, Elementary School, cycle I. The methodology was based on weekly meetings with managers and teachers, during HTPC moments and with students, also weekly , in the classroom and on the school grounds. The research-intervention process with the managers and teachers was carried out by means of a discussion of topics of interest to the group and with the students, ludopedagogues activities were carried out involving games, games, dramatizations, debates and collective discussions. At the end of the research-intervention process qualitative changes were observed in the subjects, mainly in terms of conceptions, collective work, educational work, study activity, resistance / alienation situations and consciousness / humanization. We found that a researchintervention process carried out collectively and historically and culturally, can generate transformations in the subjects and in the school, creating different conditions for the improvement and transformation of the public school, through the construction of a critical awareness of the participants' subjects.
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Palavras-chave
Educação, Teoria histórico-cultural, Pesquisa-intervenção, Psicologia, Education, Historical-cultural theory, Intervention research, Psychology