Ensino de história e articulação entre espaços formais e não formais de aprendizagem em Ribeira do Pombal, Bahia, Brasil
Carregando...
Data
2021-04
Autores
Orientador
Machado, Neli Teresinha Galarce
Banca
Gois, Mariana Emanuelle Barreto De
Kreutz, Marcos Rogério
Hattge, Morgana Domênica
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Ensinar História com vistas à construção da cidadania e a emancipação social, demanda criar espaços para que o estudante possa explorar e construir-se enquanto sujeito histórico. Dentro desse processo, a reflexão sobre o aperfeiçoamento nos processos de ensino e aprendizagem se torna indispensável, visto que a História se configura como uma ciência mutável, e se ela muda, as práticas pedagógicas também mudam. Assim, buscou-se, com esta pesquisa, analisar a percepção dos professores de História de uma escola de Ensino Fundamental, nos anos finais, de Ribeira do Pombal, Bahia, Brasil, sobre o uso de espaços não formais de aprendizagem na prática docente. O caminho metodológico utilizado para atender os anseios desta pesquisa é caracterizado pela abordagem qualitativa e documental. Na consecução dos dados, foram realizadas ponderações à Proposta Curricular Institucional e para atender aos anseios da pesquisa, realizou-se entrevistas semiestruturadas, com cinco professores do Colégio Municipal Evência Brito em Ribeira do Pombal, Bahia. Assim, emergiram dados que foram agrupados em três categorias. A primeira, intitulada O ensino de História em Ribeira do Pombal, Bahia, Brasil, na qual se discorre sobre os fundamentos teóricos e metodológicos que norteiam as práticas pedagógicas do ensino da História e as percepções dos professores sobre o ensino dessa disciplina. A segunda categoria, denominada, Quanto aos anseios dos profissionais de ensino, contemplou os desafios encontrados pelos professores no processo de ensino e aprendizagem do componente curricular. Já a terceira, intitulada A utilização de espaços não formais de ensino e aprendizagem como estratégia de ensino para aulas de História, são discutidas as relações entre a educação formal, a escola, e a educação não formal, através dos espaços não formais de aprendizagem. Por meio do estudo, constatou-se que os professores possuem a visão de um ensino que promova a valorização e integração de todos os sujeitos enquanto construtores da História, com o resgate às vivências individuais e coletivas, com as suas interpretações, valores, códigos sociais e o respeito às diversidades. Nesse sentido, esses profissionais entendem que é importante a utilização de práticas pedagógicas que ultrapassem os muros da escola, estabelecendo uma intersecção com espaços não formais de ensino e aprendizagem, de modo que essa relação corrobora na conexão dos saberes e com isso ocorra uma aprendizagem mais qualificada.
Teaching History with a view to building citizenship and social emancipation, demands creating spaces for students to explore and build themselves as historical subjects. Within this process, the reflection on the improvement in the teaching and learning processes becomes indispensable, since History is configured as a changeable science, whose influence determines the pedagogical practices. Thus, it was sought, with this research, to analyze the perception of History teachers of an elementary school, in the final years, of Ribeira do Pombal, Bahia, Brazil, about the use of non- formal learning spaces in teaching practice. The methodological path used to meet the desires of this research is characterized by a qualitative and documentary approach. In the achievement of the data, weightings were made to the Institutional Curriculum Proposal and to meet the desires of the research, semi-structured interviews were conducted with five professors from Colégio Municipal Evência Brito in Ribeira do Pombal, Bahia. Thus, data emerged that were grouped into three categories. The first, entitled The Teaching of History in Ribeira do Pombal, Bahia, Brazil, in which the theoretical and methodological foundations that guide the pedagogical practices of teaching History and the teachers' perceptions about the teaching of this discipline are discussed. The second category, called, As for the concerns of teaching professionals, contemplated the challenges encountered by teachers in the teaching and learning process of the curricular component. The third, entitled Non-formal teaching and learning spaces as a teaching strategy for History classes, discusses the relationship between formal education, the school, and non-formal education, through non-formal learning spaces. Through the study, it was found that teachers have the vision of teaching that promotes the appreciation and integration of all subjects as builders of History, with the rescue of individual and collective experiences, with their interpretations, values, social codes and respect for diversity. In this sense, these professionals understand that it is important to use pedagogical practices that go beyond the walls of the school, establishing an intersection with non-formal spaces for teaching and learning, so that this relationship corroborates the connection of knowledge and, with that, more learning occurs effective.
Teaching History with a view to building citizenship and social emancipation, demands creating spaces for students to explore and build themselves as historical subjects. Within this process, the reflection on the improvement in the teaching and learning processes becomes indispensable, since History is configured as a changeable science, whose influence determines the pedagogical practices. Thus, it was sought, with this research, to analyze the perception of History teachers of an elementary school, in the final years, of Ribeira do Pombal, Bahia, Brazil, about the use of non- formal learning spaces in teaching practice. The methodological path used to meet the desires of this research is characterized by a qualitative and documentary approach. In the achievement of the data, weightings were made to the Institutional Curriculum Proposal and to meet the desires of the research, semi-structured interviews were conducted with five professors from Colégio Municipal Evência Brito in Ribeira do Pombal, Bahia. Thus, data emerged that were grouped into three categories. The first, entitled The Teaching of History in Ribeira do Pombal, Bahia, Brazil, in which the theoretical and methodological foundations that guide the pedagogical practices of teaching History and the teachers' perceptions about the teaching of this discipline are discussed. The second category, called, As for the concerns of teaching professionals, contemplated the challenges encountered by teachers in the teaching and learning process of the curricular component. The third, entitled Non-formal teaching and learning spaces as a teaching strategy for History classes, discusses the relationship between formal education, the school, and non-formal education, through non-formal learning spaces. Through the study, it was found that teachers have the vision of teaching that promotes the appreciation and integration of all subjects as builders of History, with the rescue of individual and collective experiences, with their interpretations, values, social codes and respect for diversity. In this sense, these professionals understand that it is important to use pedagogical practices that go beyond the walls of the school, establishing an intersection with non-formal spaces for teaching and learning, so that this relationship corroborates the connection of knowledge and, with that, more learning occurs effective.
Descrição
Palavras-chave
Ensino; História; Práticas Pedagógicas; Espaços não formais; Teaching; History; Pedagogical practices; Non-formal spaces
Citação
SANTOS, Claudiana Ribeiro. Ensino de história e articulação entre espaços formais e não formais de aprendizagem em Ribeira do Pombal, Bahia, Brasil. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 04 maio 2021. Disponível em: http://hdl.handle.net/10737/2969.