Inovação educacional e o período pré-universitário: uma análise autoetnográfica de uma experiência em um cursinho pré-vestibular
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Data
2020-02-28
Autores
Barberino, Willian Marcel [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Perante a realidade, o contexto pré-universitário (cursinhos) recebe um olhar meritocrático, individualizante e excludente, fato que tem reverberado até os anos (iniciais) do Ensino Fundamental 1 e 2, com a imposição de simulados e demais treinos para provas de caráter conteudista. Nesse sentido, é notado um grande desgaste emocional em adolescentes e o envolvimento em um processo que os fazem acreditar em uma das grandes falácias da atualidade: a de que a vida só começa ao entrar na Universidade. Pensando nisso, a presente tese analisou e contextualizou o conceito de inovação educacional; buscou compreender a relação de alunos em fase pré-universitária (cursinhos) com os estudos e com seus projetos de vida; entender como tem sido suas rotinas de estudo, relacionamentos, sentimentos e anseios; e, também, buscou conhecer uma proposta pedagógica que tem se dedicado a ressignificar esse momento e defender condutas formativas de educação integral para o momento pré-vestibular. A pesquisa caracterizou-se como um estudo autoegnográfico e descritivo, e investigou uma proposta de cursos livres prévestibulares, particular, localizada no interior do Estado de São Paulo (SP), direcionando os olhares para a organização do ambiente, gestão, metodologias, estrutura pedagógica e posicionamento dos alunos perante a realidade pré-vestibular. Os dados foram coletados por meio de observações não sistemáticas e questionários, tendo a participação de um gestor, 14 docentes e 25 estudantes. Foi possível identificar, por parte dos estudantes, sentimentos consideravelmente negativos na experiência com a preparação para o vestibular. A instituição em questão oferece um modelo de preparação que incorpora ferramentas pedagógicas - inexistentes na realidade pré-vestibular brasileira - a fim de promover uma formação integral a jovens nesta fase. Tanto estudantes quanto professores relataram como positiva a relação com a instituição e demonstram valorizar a proposta conduzida por ela, principalmente por benefícios associados à gestão democrática e ao clima leve e de colaboração existente ali. Acreditamos que a discussão da inovação deva ser defendida cada vez mais, a fim de entendermos as reais necessidades das pessoas que estão inseridas nos diferentes contextos e, com isso, possa contribuir para o desenvolvimento de espaços cada vez mais coerentes das pessoas frente ao tempo e as necessidades atuais.
In view of the Brazilian education reality, pre-university context (college-preparatory schools) is conceived in a meritocratic, individualizing and excluding way, a fact that reverberates even in the earlier years of basic education, when a number of cognitive exams and reproductive tasks start to be forced onto Brazilian children. As a result, it becomes evident that teenagers and young adults are experiencing not only a good deal of emotional instability but also a twisted relationship with the educational process, which makes them believe in one of the great fallacies of our times: that life only begins when they enter the university. Considering this, the present thesis aims to analyze and contextualize the concept of educational innovation as well as understand students' relations with their studies and life projects in this preparatory phase, targeting their routines, feelings and desires. This study also describes one specific preparatory school with pedagogical processes that aim to redefine this moment and promote formative skills to young people for them to face life with other perspectives, improving their self-development in other dimensions, beyond the cognitive ones (social, emotional, psychological). The present research is characterized by an autoethnographic and descriptive study and investigated one private preparatory school located in the countryside of São Paulo state in Brazil, focusing on different aspects of it, such as management, environment, pedagogical methodologies and structure and students' understanding about their reality. Data was collected by nonsystematic observations and forms answered by one manager, fourteen teachers and twenty-five students. Results showed that students carry negative feelings and experiences towards this preparatory moment, which is increased by emotional crisis and anxiety. The institution in question incorporates self-development tasks and pedagogical tools, which are non-existing in the Brazilian pre-university context, in order to offer young people an integral formation, so they feel prepared to enter university. Both students and teachers reported a positive relationship with the institution, mainly because of the democratic management and the collaborative atmosphere found there. We conclude that the discussion concerning innovation should be expanded in the education field in order to improve new ideas that can meet the real needs of people who are inserted in different contexts. By doing so, we can contribute to the development of contemporary spaces, where education professionals are able to address current social demands and provide their students with real solutions.
In view of the Brazilian education reality, pre-university context (college-preparatory schools) is conceived in a meritocratic, individualizing and excluding way, a fact that reverberates even in the earlier years of basic education, when a number of cognitive exams and reproductive tasks start to be forced onto Brazilian children. As a result, it becomes evident that teenagers and young adults are experiencing not only a good deal of emotional instability but also a twisted relationship with the educational process, which makes them believe in one of the great fallacies of our times: that life only begins when they enter the university. Considering this, the present thesis aims to analyze and contextualize the concept of educational innovation as well as understand students' relations with their studies and life projects in this preparatory phase, targeting their routines, feelings and desires. This study also describes one specific preparatory school with pedagogical processes that aim to redefine this moment and promote formative skills to young people for them to face life with other perspectives, improving their self-development in other dimensions, beyond the cognitive ones (social, emotional, psychological). The present research is characterized by an autoethnographic and descriptive study and investigated one private preparatory school located in the countryside of São Paulo state in Brazil, focusing on different aspects of it, such as management, environment, pedagogical methodologies and structure and students' understanding about their reality. Data was collected by nonsystematic observations and forms answered by one manager, fourteen teachers and twenty-five students. Results showed that students carry negative feelings and experiences towards this preparatory moment, which is increased by emotional crisis and anxiety. The institution in question incorporates self-development tasks and pedagogical tools, which are non-existing in the Brazilian pre-university context, in order to offer young people an integral formation, so they feel prepared to enter university. Both students and teachers reported a positive relationship with the institution, mainly because of the democratic management and the collaborative atmosphere found there. We conclude that the discussion concerning innovation should be expanded in the education field in order to improve new ideas that can meet the real needs of people who are inserted in different contexts. By doing so, we can contribute to the development of contemporary spaces, where education professionals are able to address current social demands and provide their students with real solutions.
Descrição
Palavras-chave
Educação, Inovação, Cursinho, Pré-vestibular, Projeto de vida, Education, Innovation, College-preparatory schools, Life project