O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos
Ano de defesa: | 2005 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Uberlândia
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação
|
Departamento: |
Ciências Humanas
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufu.br/handle/123456789/13783 |
Resumo: | The organization of the Elementary School in learning cycles is a new school reality and also a new study problem. The present work has the objective to analyze and understand the process of teaching-learning in the daily life of a school that is organized in learning cycles. Our questions were the following: What is a system of learning cycles? According to the current proposal of implantation of a system of learning cycles, what has to be changed in the schools? How do teachers deal with that proposal in the classroom? How is the teachers' training approached in that proposal? With the adoption of a system of cycles in what measure the teachers have re-defined their visions and educational practices, especially in what concerns the students' non-learning? Trying to answer those questions, we accomplished a comprehensive documental and bibliographical investigation on how the ideas related to the cycles were consolidated during the educational debate, especially, in the Sistema Mineiro de Educação . We also accomplished a field research, in a public elementary school in Uberlândia-MG, participating of the daily life of a classroom of the 3rd grade during one school year. We understood and interpreted the movements of the classroom, their meanings and senses associated with the school culture. We verified that although evasion rates and reproof have decreased with the implantation of the learning cycles, non-learning is being configured in the daily life of the classroom in the cycled school. That constitutes students that don't learn and teachers that don't get to teach. Non-teaching and non-learning become more significant results of the institution whose declared objective is to teach and to educate. Considering our observations and the reports and interviews with the professionals, it is possible to affirm that the school develops actions in a very different way from the one presented in the proposal of cycles of the State of Minas Gerais official documents. Our study reveals that some conceptions and the teacher's own training stay untouchable in the school of cycles. The situation of the students non-learning, that is, the absence of a deepened understanding of reading and writing and an effective exercise of that knowledge, is an example. We verified that the elaboration of ordinances and publishing of resolutions are not enough, if changes are to be made. We believe that they should begin in the school daily life, taking into consideration what the teachers and the students think and how they live in the school context. |
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2016-06-22T18:36:08Z2006-04-122016-06-22T18:36:08Z2005-02-28SOUZA, Lívia Silva de. O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos. 2005. 204 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2005.https://repositorio.ufu.br/handle/123456789/13783The organization of the Elementary School in learning cycles is a new school reality and also a new study problem. The present work has the objective to analyze and understand the process of teaching-learning in the daily life of a school that is organized in learning cycles. Our questions were the following: What is a system of learning cycles? According to the current proposal of implantation of a system of learning cycles, what has to be changed in the schools? How do teachers deal with that proposal in the classroom? How is the teachers' training approached in that proposal? With the adoption of a system of cycles in what measure the teachers have re-defined their visions and educational practices, especially in what concerns the students' non-learning? Trying to answer those questions, we accomplished a comprehensive documental and bibliographical investigation on how the ideas related to the cycles were consolidated during the educational debate, especially, in the Sistema Mineiro de Educação . We also accomplished a field research, in a public elementary school in Uberlândia-MG, participating of the daily life of a classroom of the 3rd grade during one school year. We understood and interpreted the movements of the classroom, their meanings and senses associated with the school culture. We verified that although evasion rates and reproof have decreased with the implantation of the learning cycles, non-learning is being configured in the daily life of the classroom in the cycled school. That constitutes students that don't learn and teachers that don't get to teach. Non-teaching and non-learning become more significant results of the institution whose declared objective is to teach and to educate. Considering our observations and the reports and interviews with the professionals, it is possible to affirm that the school develops actions in a very different way from the one presented in the proposal of cycles of the State of Minas Gerais official documents. Our study reveals that some conceptions and the teacher's own training stay untouchable in the school of cycles. The situation of the students non-learning, that is, the absence of a deepened understanding of reading and writing and an effective exercise of that knowledge, is an example. We verified that the elaboration of ordinances and publishing of resolutions are not enough, if changes are to be made. We believe that they should begin in the school daily life, taking into consideration what the teachers and the students think and how they live in the school context.A organização do ensino fundamental em ciclos de aprendizagem configura uma nova realidade escolar e também uma nova problemática de estudo. Nessa perspectiva o presente trabalho tem como objetivo analisar e compreender o processo de ensinar-aprender no cotidiano da sala de aula de uma escola organizada em ciclos de aprendizagem. Nesse sentido questionamos: O que é o sistema de ciclos de aprendizagem? De acordo com a atual proposta de implantação do sistema de ciclos de aprendizado, o que muda nas escolas? Como professores lidam com essa proposta na sala de aula? Como a formação de professores é abordada nessa proposta? Com a adoção do sistema de ciclos em que medida os professores têm redefinido suas visões e práticas educativas, especialmente no que se refere ao não aprendizado dos alunos? Visando construir respostas para essas questões, realizamos, num primeiro momento, uma investigação documental e bibliográfica aprofundada sobre como as idéias relacionadas aos ciclos foram se consolidando no debate educacional, em especial, no Sistema Mineiro de Educação . Em seguida, realizamos a pesquisa de campo, numa escola de ensino fundamental da rede pública estadual de Uberlândia-MG na qual participamos do cotidiano de uma sala de aula de 3º ano durante um ano letivo. Entendemos e interpretamos os movimentos da sala de aula, seus significados e sentidos associados com a cultura escolar e constatamos que embora as taxas de evasão e reprovação tenham diminuído com a implantação dos ciclos de aprendizagem, o não-aprender vai se configurando no cotidiano da sala de aula da escola ciclada. Isso constitui alunos que não aprendem e professores que não conseguem ensinar. O não-ensinar e o não-aprender tornam-se resultados mais significativos da instituição cujo objetivo declarado é ensinar e educar. Considerando as observações que realizamos na escola, na sala de aula, os relatos e entrevistas com seus profissionais, é possível afirmar que a escola desenvolve ações de maneira muito diferentes da apresentada nos documentos oficiais que trazem a proposta de ciclos para o Estado de Minas Gerais. O nosso estudo aponta que concepções e a própria formação do professor permanecem intocados na escola de ciclos. Um exemplo disso é a situação de não-aprender dos alunos, ou seja, a ausência de uma compreensão aprofundada da leitura e escrita e um exercício efetivo desse conhecimento. Portanto, constatamos que para fazer mudanças não basta elaborar decretos e baixar resoluções, como vimos acontecer durante nossa permanência na escola. Acreditamos que as mudanças devem começar pelo próprio cotidiano da escola, levando em consideração o que pensam e como vivem os professores e alunos que dele fazem parte.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorMestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasEnsino-aprendizadoSubjetividadeCiclos de aprendizagemCotidiano escolarEnsino - UberlândiaEnsino fundamentalCNPQ::CIENCIAS HUMANAS::EDUCACAOO Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Myrtes Dias dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721866T6Silva, Maria Vieirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708497J7Martínez, Albertina Mitjánshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767911J3Souza, Lívia Silva deinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILLSSouzaDISSPRT.pdf.jpgLSSouzaDISSPRT.pdf.jpgGenerated Thumbnailimage/jpeg1123https://repositorio.ufu.br/bitstream/123456789/13783/3/LSSouzaDISSPRT.pdf.jpg228b090f39f9e0358b861262fb0cfdb6MD53ORIGINALLSSouzaDISSPRT.pdfapplication/pdf3323267https://repositorio.ufu.br/bitstream/123456789/13783/1/LSSouzaDISSPRT.pdfe66fe160e39676dd007ad465670d76faMD51TEXTLSSouzaDISSPRT.pdf.txtLSSouzaDISSPRT.pdf.txtExtracted texttext/plain376044https://repositorio.ufu.br/bitstream/123456789/13783/2/LSSouzaDISSPRT.pdf.txt399d47b6e3d67231350a9b6c070b4e2eMD52123456789/137832016-06-23 03:37:43.458oai:repositorio.ufu.br:123456789/13783Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2016-06-23T06:37:43Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
title |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
spellingShingle |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos Souza, Lívia Silva de Ensino-aprendizado Subjetividade Ciclos de aprendizagem Cotidiano escolar Ensino - Uberlândia Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
title_full |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
title_fullStr |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
title_full_unstemmed |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
title_sort |
O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos |
author |
Souza, Lívia Silva de |
author_facet |
Souza, Lívia Silva de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Myrtes Dias da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721866T6 |
dc.contributor.referee1.fl_str_mv |
Silva, Maria Vieira |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708497J7 |
dc.contributor.referee2.fl_str_mv |
Martínez, Albertina Mitjáns |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767911J3 |
dc.contributor.author.fl_str_mv |
Souza, Lívia Silva de |
contributor_str_mv |
Cunha, Myrtes Dias da Silva, Maria Vieira Martínez, Albertina Mitjáns |
dc.subject.por.fl_str_mv |
Ensino-aprendizado Subjetividade Ciclos de aprendizagem Cotidiano escolar Ensino - Uberlândia Ensino fundamental |
topic |
Ensino-aprendizado Subjetividade Ciclos de aprendizagem Cotidiano escolar Ensino - Uberlândia Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The organization of the Elementary School in learning cycles is a new school reality and also a new study problem. The present work has the objective to analyze and understand the process of teaching-learning in the daily life of a school that is organized in learning cycles. Our questions were the following: What is a system of learning cycles? According to the current proposal of implantation of a system of learning cycles, what has to be changed in the schools? How do teachers deal with that proposal in the classroom? How is the teachers' training approached in that proposal? With the adoption of a system of cycles in what measure the teachers have re-defined their visions and educational practices, especially in what concerns the students' non-learning? Trying to answer those questions, we accomplished a comprehensive documental and bibliographical investigation on how the ideas related to the cycles were consolidated during the educational debate, especially, in the Sistema Mineiro de Educação . We also accomplished a field research, in a public elementary school in Uberlândia-MG, participating of the daily life of a classroom of the 3rd grade during one school year. We understood and interpreted the movements of the classroom, their meanings and senses associated with the school culture. We verified that although evasion rates and reproof have decreased with the implantation of the learning cycles, non-learning is being configured in the daily life of the classroom in the cycled school. That constitutes students that don't learn and teachers that don't get to teach. Non-teaching and non-learning become more significant results of the institution whose declared objective is to teach and to educate. Considering our observations and the reports and interviews with the professionals, it is possible to affirm that the school develops actions in a very different way from the one presented in the proposal of cycles of the State of Minas Gerais official documents. Our study reveals that some conceptions and the teacher's own training stay untouchable in the school of cycles. The situation of the students non-learning, that is, the absence of a deepened understanding of reading and writing and an effective exercise of that knowledge, is an example. We verified that the elaboration of ordinances and publishing of resolutions are not enough, if changes are to be made. We believe that they should begin in the school daily life, taking into consideration what the teachers and the students think and how they live in the school context. |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-02-28 |
dc.date.available.fl_str_mv |
2006-04-12 2016-06-22T18:36:08Z |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:36:08Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, Lívia Silva de. O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos. 2005. 204 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2005. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/13783 |
identifier_str_mv |
SOUZA, Lívia Silva de. O Processo de ensinar-aprender no cotidiano de uma escola organizada em ciclos. 2005. 204 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2005. |
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https://repositorio.ufu.br/handle/123456789/13783 |
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