A prática pedagógica no processo de ensino e de aprendizagem: possibilidades de ressignificação

• Ano de defesa: 2019
• Autor(a) principal: Silva, Rosangela Lucia Alves da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Profissional em Educação; UFFS
• Palavras-chave em Português: Pedagogia; Ensino; Aprendizagem; Educação rural; Formação continuada do professor
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3852

This dissertation discusses pedagogical practice in the perspective of its re-signification, based on a qualitative research developed with a high school of the state network of the city of Itatiba do Sul. It was entitled THE PRACTICE PEDAGOGICAL IN THE PROCESS OF TEACHING AND LEARNING: POSSIBILITIES OF SIGNIFICANCE. The research sought "Develop an investigative process to identify and analyze the pedagogical practice developed by the teachers seeking their resignification and importance of the contents/ knowledge studied and/or constructed, for and in the students' lives, considering the context in which they are inserted. And it is justified, based on the formative and professional trajectory of the researcher, permeated by concerns, questions that constantly impact the day-to-day teaching and learning process, especially in recent years as a high school teacher. The methodological paths were given through the bibliographical, documentary and field research, having as procedures the application of questionnaire wheel of conversation and semi-structured interview, having as subjects the students and teachers of the investigated school. The literature review from Alves (1981), Arroyo (2007), Brandão (2006), Caldart (2009), Demo (2000), Freire (2011), Libâneo (1994), Mészaros (2008), Pimenta ( 2009), Pistrak (1981), among others, elicited analyzes, questioning, reflections, and dialogues based on the approximations and relationships established between these references and the research findings. Therefore, some principles and /or indicatives are pointed out for the continuous formation of teachers, conceived as a continuous process of reflection on the practice, in the relation theory and practice, in the perspective of the re-signification of the pedagogical practice and consequently of the process of teaching learning, with a view to the integral formation of the students, their emancipation and intervention in reality to transform it, as well as highlighting the proposal of Popular Education and Education of the Field whose proposals correspond to the wishes and needs of the popular classes.