A prática de ensino desenvolvida em uma escola ciclada: vivências de uma professora que faz uso da escuta sensível para ensinar
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Data
2020-11
Orientador
Silva, Jacqueline Silva da
Banca
Martins, Silvana Neumann
Schwertner, Suzana Feldens
Seluchinesk, Rosane Duarte Rosa
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Resumo
Esta dissertação aborda a temática da prática de ensino desenvolvida em uma escola ciclada: vivências de uma professora que faz uso da escuta sensível para ensinar na Escola Estadual Rui Barbosa, localizada em Alta Floresta/MT. A escrita está pautada em autores como Barbier (2004), Freire (1995), (1996) e (2002), Cerqueira (2011), Faour (2009), Silva, Schneider e Schuck (2014), Lorenzon e Silva (2014), Libâneo (2004 e 2011), Ibernón (2001), Nóvoa (1995), entre outros que contribuíram significativamente com esta pesquisa. Entende-se que a escuta sensível, quando realizada pelo professor, contribui intensamente com as práticas de ensino e com a aprendizagem dos estudantes. Sendo assim, constitui a problemática deste estudo: Como uma professora que atua no 2o ciclo de uma escola ciclada utiliza a escuta sensível nas práticas de ensino? Para tanto, o objetivo desta pesquisa foi “investigar as características de um ensino pautado na escuta sensível”. O estudo foi realizado junto a uma Professora que atua no Ensino Fundamental e com uma estudante da turma em que a professora lecionou em 2019. A investigação buscou pressupostos da metodologia qualitativa, aproximando- se ao estudo de caso. A finalidade foi interagir com a Professora investigada e com a estudante a fim de conhecer e coletar dados que serviram de base para elaboração desta dissertação. Constituem instrumentos de pesquisa a entrevista semiestruturada, o diário de memórias e o diálogo com a estudante. Para obter mais dados, fez-se uso de fotografias, as quais foram enviadas à professora para auxiliá- la na escrita do diário de memórias. As categorias emergiram conforme a apreciação dos dados coletados, respaldadas na análise de conteúdo proposta por Bardin (2011). A pesquisa indica que a escuta sensível, quando adotada pelo professor no processo de ensinar, permite-lhe romper paradigmas, vencer obstáculos e trabalhar com a inclusão. Os escritos estão embrenhados de ações que revelam a possibilidade de desenvolver o trabalho com a escuta sensível e mostram que esse trabalho com a escuta sensível agrega na ação do professor e no aprendizado dos estudantes. Ensinar ouvindo-os e conhecendo-os, leva-os a serem participantes ativos do seu processo de aprendizagem. Considera-se que a professora ensina de forma a propiciar o protagonismo, o que fica em evidente em sua fala ao incentivar os alunos a serem participantes ativos no processo de aprender. Evidencia-se, pois, o quanto a professora se preocupa com a aprendizagem dos estudantes.
This dissertation addresses the theme of teaching practice developed in a cycling school: experiences of a teacher who uses sensitive listening to teach at the Rui Barbosa State School, located in Alta Floresta / MT. The writing is based on authors such as Barbier (2004), Freire (1995), (1996) and (2002), Cerqueira (2011), Faour (2009), Silva, Schneider and Schuck (2014), Lorenzon and Silva (2014) , Libâneo (2004 and 2011), Ibernón (2001), Nóvoa (1995), among others that contributed significantly to this research. It is understood that sensitive listening, when performed by the teacher, contributes intensely to the teaching practices and the students' learning. Therefore, it constitutes the problem of this study: How does a teacher who works in the 2nd cycle of a cycled school use sensitive listening in teaching practices? Therefore, the objective of this research was "to investigate the characteristics of a teaching based on sensitive listening". The study was carried out with a teacher who works in elementary school and with a student in the class in which the teacher taught in 2019. The investigation sought assumptions of the qualitative methodology, approaching the case study. The purpose was to interact with the investigated Professor and the student in order to know and collect data that served as the basis for the elaboration of this dissertation. Research instruments include semi-structured interviews, a memoir and dialogue with the student. To obtain more data, photographs were used, which were sent to the teacher to assist her in writing the memoir diary. The categories emerged according to the assessment of the collected data, supported by the content analysis proposed by Bardin (2011). The research indicates that sensitive listening, when adopted by the teacher in the teaching process, allows him to break paradigms, overcome obstacles and work with inclusion. The writings are steeped in actions that reveal the possibility of developing work with sensitive listening and show that this work with sensitive listening adds to the action of the teacher and the students' learning. Teaching by listening to them and getting to know them, leads them to be active participants in their learning process. It is considered that the teacher teaches in order to promote protagonism, which is evident in her speech when encouraging students to be active participants in the learning process. It is evident, therefore, how much the teacher is concerned with the students' learning.
This dissertation addresses the theme of teaching practice developed in a cycling school: experiences of a teacher who uses sensitive listening to teach at the Rui Barbosa State School, located in Alta Floresta / MT. The writing is based on authors such as Barbier (2004), Freire (1995), (1996) and (2002), Cerqueira (2011), Faour (2009), Silva, Schneider and Schuck (2014), Lorenzon and Silva (2014) , Libâneo (2004 and 2011), Ibernón (2001), Nóvoa (1995), among others that contributed significantly to this research. It is understood that sensitive listening, when performed by the teacher, contributes intensely to the teaching practices and the students' learning. Therefore, it constitutes the problem of this study: How does a teacher who works in the 2nd cycle of a cycled school use sensitive listening in teaching practices? Therefore, the objective of this research was "to investigate the characteristics of a teaching based on sensitive listening". The study was carried out with a teacher who works in elementary school and with a student in the class in which the teacher taught in 2019. The investigation sought assumptions of the qualitative methodology, approaching the case study. The purpose was to interact with the investigated Professor and the student in order to know and collect data that served as the basis for the elaboration of this dissertation. Research instruments include semi-structured interviews, a memoir and dialogue with the student. To obtain more data, photographs were used, which were sent to the teacher to assist her in writing the memoir diary. The categories emerged according to the assessment of the collected data, supported by the content analysis proposed by Bardin (2011). The research indicates that sensitive listening, when adopted by the teacher in the teaching process, allows him to break paradigms, overcome obstacles and work with inclusion. The writings are steeped in actions that reveal the possibility of developing work with sensitive listening and show that this work with sensitive listening adds to the action of the teacher and the students' learning. Teaching by listening to them and getting to know them, leads them to be active participants in their learning process. It is considered that the teacher teaches in order to promote protagonism, which is evident in her speech when encouraging students to be active participants in the learning process. It is evident, therefore, how much the teacher is concerned with the students' learning.
Descrição
Palavras-chave
Escuta Sensível; Práticas de Ensino; Ciclo de Formação Humana; Sensitive Listening; Teaching Practices; Human Formation Cycle
Citação
LIDOINO, Andreia Cristina Pontarolo. A prática de ensino desenvolvida em uma escola ciclada: vivências de uma professora que faz uso da escuta sensível para ensinar. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 nov. 2020. Disponível em: http://hdl.handle.net/10737/2937.