O processo de nucleação escolar no município de Juruti-PA e suas implicações na prática pedagógica docente: um estudo de caso na Escola do Campo Profa. Maria do Carmo Pereira Menezes
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Data
2024-06-13
Autores
Orientador
Hattge, Morgana Domênica
Banca
Neuenfeldt, Derli Juliano
Schwertner, Suzana Feldens
Klein, Rejane Ramos
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Resumo
A política de nucleação escolar é uma estratégia adotada por diversos municípios brasileiros com o objetivo de otimizar recursos e promover uma melhor qualidade de ensino. Partindo desse pressuposto, o presente trabalho teve como objetivo analisar as implicações do processo de nucleação escolar nas práticas pedagógicas docentes, por meio de um estudo de caso realizado na Escola do Campo Professora Maria do Carmo Pereira Menezes, localizada no município de Juruti, no Pará. Os sujeitos da pesquisa foram 4 (quatro) professores com experiência tanto em escolas multianos quanto em escolas unisseriadas; a ex-secretária de educação, responsável pela implementação do processo de nucleação escolar no município; e 1 (uma) supervisora de ensino das escolas do campo. Para alcançar os objetivos propostos, foi realizada, inicialmente, uma revisão bibliográfica, a qual teve como propósito investigar a literatura sobre o tema, embasar o resgate histórico da trajetória da Educação do Campo e compreender a sua contribuição para o desenvolvimento social do meio rural enquanto política pública. Compreender como a política de nucleação escolar influencia o trabalho dos professores e as estratégias utilizadas no ensino torna-se fundamental para uma reflexão sobre os seus impactos na qualidade da educação ofertada. Com o intuito de dar conta da complexidade do estudo, o trabalho se inscreve na abordagem qualitativa de pesquisa, tendo como metodologia o estudo de caso e como procedimentos para a produção dos dados a entrevista semiestruturada, a análise documental, a observação e o diário de campo, analisados a partir da técnica de análise de conteúdo proposta por Bardin (2011). Quanto aos resultados, pôde-se inferir que, mesmo após o processo de nucleação escolar, a prática pedagógica docente não sofreu mudanças substanciais, pois não há um planejamento ou uma proposta de ensino específico para as escolas do campo que contemple suas reais necessidades. O estudo destaca, ainda, a necessidade de ampliar as oportunidades de formação continuada aos professores para que esses sujeitos desenvolvam práticas educativas voltadas para melhoria do ensino, visando contribuir significativamente com a vida e a formação dos sujeitos do campo.
The school nucleation policy is a strategy adopted by several Brazilian municipalities with the aim of optimizing resources and promoting better quality education. Based on this premise, the present study aimed to analyze the implications of the school nucleation process on teaching practices through a case study conducted at the Campo Professora Maria do Carmo Pereira Menezes School, located in the municipality of Juruti, Pará. The research subjects were 4 (four) teachers with experience in both multi-grade and single-grade schools, the former Secretary of Education responsible for implementing the school nucleation process in the municipality, and 01 (one) education supervisor for rural schools. To achieve the proposed objectives, initially, a literature review was conducted to investigate the literature on the topic and provide a historical overview of the trajectory of Rural Education, as well as to understand its contribution to the social development of rural areas as a public policy. Understanding how the school nucleation policy influences teachers' work and the strategies used in teaching becomes fundamental for reflecting on its impacts on the quality of education offered. In order to address the complexity of the study, the research is conducted within the qualitative research approach, using the case study methodology, and employing semi-structured interviews, document analysis, observation, and field diary as data collection procedures, analyzed based on the content analysis technique proposed by Bardin (2011). Regarding the results, it can be inferred that even after the school nucleation process, teaching pedagogical practice did not undergo substantial changes, as there is no specific planning or teaching proposal for rural schools that addresses their real needs. The study also highlights the need to expand opportunities for continuous teacher training so that these individuals can develop educational practices aimed at improving teaching, which significantly contributes to the lives and education of rural individuals.
The school nucleation policy is a strategy adopted by several Brazilian municipalities with the aim of optimizing resources and promoting better quality education. Based on this premise, the present study aimed to analyze the implications of the school nucleation process on teaching practices through a case study conducted at the Campo Professora Maria do Carmo Pereira Menezes School, located in the municipality of Juruti, Pará. The research subjects were 4 (four) teachers with experience in both multi-grade and single-grade schools, the former Secretary of Education responsible for implementing the school nucleation process in the municipality, and 01 (one) education supervisor for rural schools. To achieve the proposed objectives, initially, a literature review was conducted to investigate the literature on the topic and provide a historical overview of the trajectory of Rural Education, as well as to understand its contribution to the social development of rural areas as a public policy. Understanding how the school nucleation policy influences teachers' work and the strategies used in teaching becomes fundamental for reflecting on its impacts on the quality of education offered. In order to address the complexity of the study, the research is conducted within the qualitative research approach, using the case study methodology, and employing semi-structured interviews, document analysis, observation, and field diary as data collection procedures, analyzed based on the content analysis technique proposed by Bardin (2011). Regarding the results, it can be inferred that even after the school nucleation process, teaching pedagogical practice did not undergo substantial changes, as there is no specific planning or teaching proposal for rural schools that addresses their real needs. The study also highlights the need to expand opportunities for continuous teacher training so that these individuals can develop educational practices aimed at improving teaching, which significantly contributes to the lives and education of rural individuals.
Descrição
Palavras-chave
educação do campo; nucleação escolar; prática docente; peasant education; school nucleation; teaching practice
Citação
SILVA, Reanto sousa da. O processo de nucleação escolar no município de Juruti-PA e suas implicações na prática pedagógica docente: um estudo de caso na Escola do Campo Profa. Maria do Carmo Pereira Menezes. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 13 jun. 2024. Disponível em: http://hdl.handle.net/10737/4615.