Viver na escola: os discursos de jovens do curso normal sobre o internato escolar e suas contribuições na aprendizagem
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Data
2019-07
Autores
Orientador
Schwertner, Suzana Feldens
Banca
Quartieri, Marli Teresinha
Vivian, Danise
Ohlweiler, Mariane Inês
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Resumo
Juventude, escola e internato: como podemos pensar essas instituições na contemporaneidade? Diante desse questionamento, o presente estudo tem por objetivo investigar quais as contribuições do regime de internato escolar para a formação inicial de jovens futuros professores. O delineamento teórico deste trabalho fundamenta-se em autores que têm contribuído para pensar sobre esses espaços, conhecidos como instituições totais, bem como sobre a juventude, as escolas e a formação inicial. Desse modo, são referidos aqui os escritos de Goffmann (2003), Foucault (2006), Dayrell (2007), Dubet (1997) e Nóvoa (2009). Esta dissertação buscou pensar sobre as contribuições e as aprendizagens que se desenvolvem no espaço de vivências coletivas de jovens (entre 14 e 18 anos) que frequentam o 3o ano do Ensino Médio e que estão vinculados em regime de internato escolar em uma escola pública de Curso Normal, situada no estado do Rio Grande do Sul. O delineamento metodológico desta investigação segue uma abordagem qualitativa, com aproximações ao estudo de caso. Os dados produzidos foram organizados por meio da técnica de grupo focal, visando possibilitar o encorajamento e a manifestação de diversos pontos de vista a partir da
interação existente entre os sujeitos (GATTI, 2005). O tratamento dos dados foi realizado pelo método da análise textual discursiva, embasada em Moraes e Galiazzi (2011). De posse dos dados, foi possível elencar três unidades de análise: a) Vivendo o internato escolar: “querendo ou não aqui no internato nada é meu, é tudo nosso”; b) Família, Internato e Escola: as múltiplas relações; c) Juventude, escola Normal e formação inicial: “É que a gente veio para cá e a gente teve que crescer muito rápido”. Como resultados, evidenciou-se que esses jovens estudantes em regime de internato escolar enfrentam, inicialmente, muitas dificuldades frente às novas necessidades de adaptações (de rotinas, de tempo, de controle, de rigidez) e demais
conflitos diários que surgem no ambiente escolar. Identificou-se, ainda, que apesar dessas dificuldades e adaptações iniciais, com o tempo os estudantes passam a encarar melhor o distanciamento e a saudade dos familiares, dos amigos e as restrições quanto à liberdade, acostumando-se com a nova rotina. Além disso, os sujeitos destacaram aprendizagens que o espaço coletivo proporciona por meio da convivência. Notaram-se as vinculações estabelecidas por eles, especialmente no que se refere à prática de auxílio mútuo. Os
estudantes reconheceram que tais práticas contribuem para o processo de aprendizagem, além de influenciar o processo pedagógico de sua formação inicial.Cabe salientar a importância de considerar a construção dos vínculos afetivos significativos entre os estudantes que convivem diariamente e a de (re)pensar algumas práticas institucionais adotadas no ambiente, a fim de valorizar as amizades que são constituídas nesse espaço tão peculiar.
How can we think youth, school and boarding school in contemporaneity? Facing this question, this study aims to investigate which contributions of boarding school regime to initial formation of young future teachers. The theoretical delineation of this work is based in authors who have contributed in a substantial way to think about these spaces known as total institutions as well as think about youth, school and the pre-service education. Thus, here we highlight the writings of Goffmann (2003), Foucault (2006), Dayrell (2007), Dubet (1997) and Nóvoa (2009). This thesis sought to think about the contributions and learning skills, which are developed in the space of youngsters’ collective experiences (between 14 and 18 years old) who attend the 3rd year of High School. These youngsters are also linked to the boarding school regime in a Teaching degree course of a public school located in the state of Rio Grande do Sul. The methodological delineation of this investigation follows a qualitative approach with proximity to the case study. The collected data were organized by means of focus group technique aiming to enable encouragement and manifestation of many points of view originated from the interaction among subjects (GATTI, 2005). Data processing were carried out by the textual and discursive analysis method based on Moraes and Galiazzi (2011). Having the data it was possible to list three analysis unities: a) Living boarding school: “whether I mean to or not, nothing at the borading school is mine. Everything is ours”; b) Multiple relations between family, intership and school; c) Youth, teaching school and initial formation: “We came here and we had to grew up much faster. We have to mature faster”. As results, we highlighted that these young students in a boarding school regime face, initially, many difficulties in front of the new necessities of adaptation (routine, time, control, austerity) and other daily conflicts from the school environment. We identified that despite these difficulties and first adaptations as time passes students start to face better the distance and missing their family, friends, restrictions concerning liberty and they get used to the new routine. Besides this, they highlighted certain learning processes brought to them by the interaction in the collective space. We also noticed the relations they established, especially concerning mutual help practices. Students recognized that such practices contribute to the process of learning, besides influencing the pedagogic process of their initial formation. It is important to point out the importance of considering the construction of affective bonds among the students who interact daily and how important is to (re)think some institutional practices adopted on the environment aiming to value friendship that are formed in this very peculiar place.
How can we think youth, school and boarding school in contemporaneity? Facing this question, this study aims to investigate which contributions of boarding school regime to initial formation of young future teachers. The theoretical delineation of this work is based in authors who have contributed in a substantial way to think about these spaces known as total institutions as well as think about youth, school and the pre-service education. Thus, here we highlight the writings of Goffmann (2003), Foucault (2006), Dayrell (2007), Dubet (1997) and Nóvoa (2009). This thesis sought to think about the contributions and learning skills, which are developed in the space of youngsters’ collective experiences (between 14 and 18 years old) who attend the 3rd year of High School. These youngsters are also linked to the boarding school regime in a Teaching degree course of a public school located in the state of Rio Grande do Sul. The methodological delineation of this investigation follows a qualitative approach with proximity to the case study. The collected data were organized by means of focus group technique aiming to enable encouragement and manifestation of many points of view originated from the interaction among subjects (GATTI, 2005). Data processing were carried out by the textual and discursive analysis method based on Moraes and Galiazzi (2011). Having the data it was possible to list three analysis unities: a) Living boarding school: “whether I mean to or not, nothing at the borading school is mine. Everything is ours”; b) Multiple relations between family, intership and school; c) Youth, teaching school and initial formation: “We came here and we had to grew up much faster. We have to mature faster”. As results, we highlighted that these young students in a boarding school regime face, initially, many difficulties in front of the new necessities of adaptation (routine, time, control, austerity) and other daily conflicts from the school environment. We identified that despite these difficulties and first adaptations as time passes students start to face better the distance and missing their family, friends, restrictions concerning liberty and they get used to the new routine. Besides this, they highlighted certain learning processes brought to them by the interaction in the collective space. We also noticed the relations they established, especially concerning mutual help practices. Students recognized that such practices contribute to the process of learning, besides influencing the pedagogic process of their initial formation. It is important to point out the importance of considering the construction of affective bonds among the students who interact daily and how important is to (re)think some institutional practices adopted on the environment aiming to value friendship that are formed in this very peculiar place.
Descrição
Palavras-chave
Internato Escolar; Juventude; Aprendizagem; Formação inicial de professores; Boarding school.; Youth; Learning; Pre-serviceformation
Citação
BUENO, Daiana Graciele. Viver na escola: os discursos de jovens do curso normal sobre o internato escolar e suas contribuições na aprendizagem. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 jul. 2019. Disponível em: http://hdl.handle.net/10737/2876.