A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/29575 |
Resumo: | In recent years, the full-time school has been resurrecting more widely and taking effect in several Brazilian cities. Thus, with the extended school day, homework, a pedagogical instrument present in schools since Colonial Brazil, is widely used in the teaching environment. In this teaching modality, the student starts to carry out the homework at the school itself, under the guidance of the tutor. Although it is present in everyday school life, homework, as an object of scientific study, it presents studies that are still incipient and appears in some research works as sub-themes. Faced with the need to reflect on this pedagogical instrument, which is so recurrently used in the teaching environment, and to identify the conceptions that revolve around it, the following guiding research question was elaborated: What is the tutors' conception of homework, in full -time school, in the perspective of collaboration in Vygotsky? Thus, the objective of the research is to investigate the tutors' conception of homework in full- time public schools in João Pessoa, Paraíba, in the early years of Elementary School. From the methodological point of view, the adopted approach is of a qualitative and exploratory nature. The theoretical-methodological focus of this work is based on historical-dialectical materialism, which aims to understand the essence of the investigated object, enabling understanding in its entirety, considering historical aspects, material conditions and the multiple determinations that constituted it. Along the way, authors such as Gramsci (2007), Vigotski (1999, 2000), Leontiev (1978), Saviani (2013, 2019), Duarte (2000, 2002), Gamboa (1989), among others, contributed to the methodological proposal in Schedule. The empirical research was carried out in a school in the city of João Pessoa, Paraíba, with nine tutors who worked in this unit as research subjects. To obtain the information, a semi-structured interview was used and, for the analysis of the information, dialectical hermeneutics. The research made it possible to verify that there is a consensus among the tutors on the importance of the homework, due to the fact that, in full-time school, the student performs school activities with the tutor's mediation, ensuring that the activities are carried out daily. However, the organization of the homework assignment is not jointly defined, leaving it up to the teacher to plan it and, to the tutor, to ensure that the students complete it. This proposition clearly focuses on the division of teaching work, since it is up to the teacher to plan and the tutor to carry out this activity. This finding highlights the importance of full-time school including homework in school planning and that this be constructed by teachers and tutors, bearing in mind that they are required to have a degree in Pedagogy. |
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A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em VigotskiEducação - Ensino e aprendizagemEscola - Tarefa para casaEscola - Tempo integralEnsino fundamentalEducation - Teaching and learningSchool - HomeworkSchool - Full timeElementary SchoolCNPQ::CIENCIAS HUMANAS::EDUCACAOIn recent years, the full-time school has been resurrecting more widely and taking effect in several Brazilian cities. Thus, with the extended school day, homework, a pedagogical instrument present in schools since Colonial Brazil, is widely used in the teaching environment. In this teaching modality, the student starts to carry out the homework at the school itself, under the guidance of the tutor. Although it is present in everyday school life, homework, as an object of scientific study, it presents studies that are still incipient and appears in some research works as sub-themes. Faced with the need to reflect on this pedagogical instrument, which is so recurrently used in the teaching environment, and to identify the conceptions that revolve around it, the following guiding research question was elaborated: What is the tutors' conception of homework, in full -time school, in the perspective of collaboration in Vygotsky? Thus, the objective of the research is to investigate the tutors' conception of homework in full- time public schools in João Pessoa, Paraíba, in the early years of Elementary School. From the methodological point of view, the adopted approach is of a qualitative and exploratory nature. The theoretical-methodological focus of this work is based on historical-dialectical materialism, which aims to understand the essence of the investigated object, enabling understanding in its entirety, considering historical aspects, material conditions and the multiple determinations that constituted it. Along the way, authors such as Gramsci (2007), Vigotski (1999, 2000), Leontiev (1978), Saviani (2013, 2019), Duarte (2000, 2002), Gamboa (1989), among others, contributed to the methodological proposal in Schedule. The empirical research was carried out in a school in the city of João Pessoa, Paraíba, with nine tutors who worked in this unit as research subjects. To obtain the information, a semi-structured interview was used and, for the analysis of the information, dialectical hermeneutics. The research made it possible to verify that there is a consensus among the tutors on the importance of the homework, due to the fact that, in full-time school, the student performs school activities with the tutor's mediation, ensuring that the activities are carried out daily. However, the organization of the homework assignment is not jointly defined, leaving it up to the teacher to plan it and, to the tutor, to ensure that the students complete it. This proposition clearly focuses on the division of teaching work, since it is up to the teacher to plan and the tutor to carry out this activity. This finding highlights the importance of full-time school including homework in school planning and that this be constructed by teachers and tutors, bearing in mind that they are required to have a degree in Pedagogy.Pró-Reitoria de Pós-graduação da UFPB (PRPG/UFPB)Nos últimos anos, a escola de tempo integral vem ressurgindo de forma mais ampla e se efetivando em diversos municípios brasileiros. Assim, com a jornada escolar ampliada, a tarefa para casa, instrumento pedagógico presente na escola desde o Brasil Colônia, é bastante utilizada no meio docente. Nesta modalidade de ensino, o aluno passa a realizar a tarefa para casa na própria escola, sob a orientação da tutora. Embora esteja presente no cotidiano escolar, a tarefa para casa, enquanto objeto de estudo científico, apresenta estudos ainda incipientes e aparece em alguns trabalhos de pesquisas ainda como subtemas. Diante da necessidade de refletir sobre esse instrumento pedagógico, de uso tão recorrente no meio docente, e de identificar as concepções que giram em torno dele, foi elaborada a seguinte questão norteadora da pesquisa: Qual a concepção das tutoras sobre a tarefa para casa, em escola de tempo integral, na perspectiva da colaboração em Vigotski? Dessa forma, o objetivo da pesquisa é investigar a concepção das tutoras sobre a tarefa para casa em escolas de tempo integral na rede pública de ensino de João Pessoa, Paraíba, nos anos iniciais do Ensino Fundamental. Do ponto de vista metodológico, a abordagem adotada é de natureza qualitativa e de cunho exploratório. O enfoque teórico- metodológico desse trabalho é pautado no materialismo histórico-dialético, que visa compreender a essência do objeto investigado, possibilitando a compreensão na sua totalidade, considerando aspectos históricos, condições materiais e as múltiplas determinações que o constituíram. Nesse percurso, autores como Gramsci (2007), Vigotski (1999, 2000), Leontiev (1978), Saviani (2013, 2019), Duarte (2000, 2002), Gamboa (1989), entre outros, contribuíram com a proposta metodológica em pauta. A pesquisa empírica foi realizada em uma escola do Município de João Pessoa, Paraíba, tendo como sujeitos da pesquisa nove tutoras que trabalharam nesta unidade. Para a obtenção das informações, foi utilizada a entrevista semiestruturada e, para a análise das informações, a hermenêutica dialética. A pesquisa possibilitou constatar que há um consenso entre as tutoras sobre a importância da tarefa para casa, pelo fato de que, na escola de tempo integral, o aluno realiza as atividades escolares com a mediação da tutora, garantindo que as atividades sejam realizadas cotidianamente. Entretanto, a organização da tarefa para casa não é definida conjuntamente, cabendo ao professor planejá-la e, ao tutor, garantir que os alunos a realizem. Esta propositura incide, claramente, na divisão do trabalho docente, uma vez que cabe ao docente planejar e ao tutor executar essa atividade. Tal constatação destaca a importância de a escola integral incluir, no planejamento escolar, a tarefa para casa e que essa seja construída por professores e tutoras, tendo em vista que, a estes, é exigida a formação de licenciatura em Pedagogia.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBBaptista, Maria das Graças Almeidahttp://lattes.cnpq.br/6920726647813120Guimarães, Josicleide Farias2024-02-21T17:49:20Z2023-05-272024-02-21T17:49:20Z2022-09-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/29575porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2024-02-22T06:05:08Zoai:repositorio.ufpb.br:123456789/29575Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2024-02-22T06:05:08Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
title |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
spellingShingle |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski Guimarães, Josicleide Farias Educação - Ensino e aprendizagem Escola - Tarefa para casa Escola - Tempo integral Ensino fundamental Education - Teaching and learning School - Homework School - Full time Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
title_full |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
title_fullStr |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
title_full_unstemmed |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
title_sort |
A proposta pedagógica em escolas de tempo integral: a concepção das tutoras sobre a tarefa para casa na perspectiva da colaboração em Vigotski |
author |
Guimarães, Josicleide Farias |
author_facet |
Guimarães, Josicleide Farias |
author_role |
author |
dc.contributor.none.fl_str_mv |
Baptista, Maria das Graças Almeida http://lattes.cnpq.br/6920726647813120 |
dc.contributor.author.fl_str_mv |
Guimarães, Josicleide Farias |
dc.subject.por.fl_str_mv |
Educação - Ensino e aprendizagem Escola - Tarefa para casa Escola - Tempo integral Ensino fundamental Education - Teaching and learning School - Homework School - Full time Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação - Ensino e aprendizagem Escola - Tarefa para casa Escola - Tempo integral Ensino fundamental Education - Teaching and learning School - Homework School - Full time Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In recent years, the full-time school has been resurrecting more widely and taking effect in several Brazilian cities. Thus, with the extended school day, homework, a pedagogical instrument present in schools since Colonial Brazil, is widely used in the teaching environment. In this teaching modality, the student starts to carry out the homework at the school itself, under the guidance of the tutor. Although it is present in everyday school life, homework, as an object of scientific study, it presents studies that are still incipient and appears in some research works as sub-themes. Faced with the need to reflect on this pedagogical instrument, which is so recurrently used in the teaching environment, and to identify the conceptions that revolve around it, the following guiding research question was elaborated: What is the tutors' conception of homework, in full -time school, in the perspective of collaboration in Vygotsky? Thus, the objective of the research is to investigate the tutors' conception of homework in full- time public schools in João Pessoa, Paraíba, in the early years of Elementary School. From the methodological point of view, the adopted approach is of a qualitative and exploratory nature. The theoretical-methodological focus of this work is based on historical-dialectical materialism, which aims to understand the essence of the investigated object, enabling understanding in its entirety, considering historical aspects, material conditions and the multiple determinations that constituted it. Along the way, authors such as Gramsci (2007), Vigotski (1999, 2000), Leontiev (1978), Saviani (2013, 2019), Duarte (2000, 2002), Gamboa (1989), among others, contributed to the methodological proposal in Schedule. The empirical research was carried out in a school in the city of João Pessoa, Paraíba, with nine tutors who worked in this unit as research subjects. To obtain the information, a semi-structured interview was used and, for the analysis of the information, dialectical hermeneutics. The research made it possible to verify that there is a consensus among the tutors on the importance of the homework, due to the fact that, in full-time school, the student performs school activities with the tutor's mediation, ensuring that the activities are carried out daily. However, the organization of the homework assignment is not jointly defined, leaving it up to the teacher to plan it and, to the tutor, to ensure that the students complete it. This proposition clearly focuses on the division of teaching work, since it is up to the teacher to plan and the tutor to carry out this activity. This finding highlights the importance of full-time school including homework in school planning and that this be constructed by teachers and tutors, bearing in mind that they are required to have a degree in Pedagogy. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-02 2023-05-27 2024-02-21T17:49:20Z 2024-02-21T17:49:20Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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https://repositorio.ufpb.br/jspui/handle/123456789/29575 |
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https://repositorio.ufpb.br/jspui/handle/123456789/29575 |
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por |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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