Escolas democráticas e inclusivas: “eixos de interesse” como estratégia de trabalho pedagógico

• Ano de defesa: 2021
• Autor(a) principal: Souza, Márcia De Paula
• Orientador(a): Orrú, Sílvia Ester
• Banca de defesa: Pederiva, Patrícia Lima Martins, Gomes, Cláudia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Eixos de Interesse; Escola Democrática; Inclusão; Diferença; Ensino e aprendizagem.
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1994

Traditional banking education is based on exclusionary and hegemonic pedagogical practices, which tend to disregard students' differences, making it difficult for all learners to have full access to meaningful, real learning that enables their emancipation. The proposal for pedagogical work by “Axes of Interest”, is configured as a democratic teaching strategy that favors learning and is a potential path for the process of inclusion of all learners with or without disabilities. In this context, this research aims to analyze the “axes of interest” as a pedagogical work strategy for the learning of students enrolled in Brazilian schools, with creative and innovative pedagogical actions identified in the “Map of Innovation and Creativity in Basic Education”. The main theoretical framework is based on the works of Freire, Melero and Orrú. The approach adopted for this research will be qualitative and production analysis. In the final remarks, it was concluded that all points converge to the learner's interest as a starting point for a dialogical and libertarian practice. In this sense, the “Axes of Interest” are present in all innovative, inclusive and democratic proposals as a starting point or the basis for teaching and learning.