As metodologias de ensino na educação do campo: o trabalho de uma professora no município de Goianésia do Pará-PA em turma multisseriada
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Data
2021-12
Autores
Orientador
Silva, Jacqueline Silva da
Banca
Hage, Salomão Mufarrej
Martins, Silvana Neumann
Garzon, Liliana Inês Ávila
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Resumo
Discutir o ensino na Educação do Campo é marcar esse território respeitando todos os sujeitos que dão vida para cada realidade do campo, e nessa perspectiva a formação continuada do professor atuante nessa realidade em turma multisseriada se torna uma questão a mais a ser respeitada e considerada por todos que fazem a educação sistemática acontecer. Vivenciar os desafios de ensinar numa escola do campo é, sobretudo acreditar no trabalho do professor, na sua capacidade de criação e recriação de metodologias de ensino em sua ação no cotidiano da sala de aula buscando melhorar sua prática pedagógica. O presente estudo teve como problema: Quais metodologias de ensino são utilizadas por uma professora atuante na Educação do Campo, em uma turma multisseriada no município de Goianésia do Pará? Dessa forma seu objetivo geral buscou: Investigar quais as metodologias de ensino são utilizadas por uma professora atuante na Educação do Campo, em uma turma multisseriada no município de Goianésia do Pará. A pesquisa teve uma abordagem de caráter qualitativo fundamentada no pensamento de Teixeira (2011) e Moreira (2011) e do tipo documental baseada em Gil (1999) e da pesquisa de campo na perspectiva do olhar de Marconi e Lakatos (1999), e ainda da Pesquisa-Ação conforme Thiollent (2007). O sujeito da pesquisa foi uma professora atuante numa turma multisseriada nos Anos Iniciais do Ensino Fundamental da Educação do Campo no município de Goianésia do Pará/PA. A coleta de dados se efetivou através do uso da entrevista semiestruturada as quais foram gravadas com celular, da observação participante, registro por meio de fotografia e diário de campo. A mesma contou com as contribuições teóricas de autores que discutem a temática em debate como: Hage (2005, 2010); Pires (2012); Fighera (2018); Veiga (2012) entre outros que abordam esse campo de estudo, e ainda algumas legislações que regulamentam a Educação do Campo. A pesquisa apontou sobre a carência de materiais didáticos para auxiliar a professora em suas ações pedagógicas, assim como da necessidade de ampliação de formação continuada destinadas aos professores atuantes em turmas multisseriadas no campo, além de se pensar um planejamento pautado na coletividade. A pesquisa trouxe contribuições importantes no sentido de compreender a necessidade da elaboração de um projeto capaz de assegurar a formação continuada para professores de turmas multisseriadas do campo visando a melhoria da prática pedagógica em sala, bem como da construção de um planejamento baseado na realidade dos sujeitos residentes no espaço rural que necessitam da escola do campo.
Discussing teaching in Rural Education is setting this territory, respecting every living element in the field, and with this perspective, continuing education by an active teacher in such reality of a mixed grade class, brings about another issue to be respected and considered by all who make the systematic education happen. Experiencing the challenges of teaching in a rural school, above all, involves trusting the teacher's work, their ability of creating and recreating teaching methodologies in their daily life action seeking classroom improvements in their pedagogical practice. The problem in this project is: What teaching methodologies are used by a teacher who works in Rural Education, in a mixed grade level class in the city of Goianésia do Pará? Thus, its general objective it sought to: Investigate which teaching methodologies are used by a teacher working in Rural Education, in a mixed grade level class in the city of Goianésia do Pará. The research had a qualitative approach based on Teixeira´s and Moreira´s ideas (2011) and the documentary type based on Gil´s (1999) and field research from the perspective of Marconi and Lakatos (1999), and also of Action Research according to Thiollent (2007). The research subject was an active teacher working in a mixed grade level class in the First Years of Elementary School of Rural Education in the city of Goianésia do Pará/PA. Data collection was performed through the use of semi-structured interviews, which were recorded with cell phones, participant observation, recording through photography and field diary. It also had theoretical contributions from authors who debate themes such as: Hage (2005, 2010); Pires (2012); Fighera (2018); Veiga (2012) among others that address this field of study, and still some legislation that regulates field education. The survey pointed to the lack of didactic materials to help the teacher in her teaching duties, as well as the need to expand continuing education aimed to teachers working in mixed grade level classes in the field, in addition to planning activities based on the community. The research brought important contributions in order to understand the need to prepare a project capable of ensure continuing education for teachers of mixed grade level classes of the field aiming at the improvement of pedagogical practice in the classroom, as well as building a plan based on the reality of the ones living in rural areas who need the country school.
Discussing teaching in Rural Education is setting this territory, respecting every living element in the field, and with this perspective, continuing education by an active teacher in such reality of a mixed grade class, brings about another issue to be respected and considered by all who make the systematic education happen. Experiencing the challenges of teaching in a rural school, above all, involves trusting the teacher's work, their ability of creating and recreating teaching methodologies in their daily life action seeking classroom improvements in their pedagogical practice. The problem in this project is: What teaching methodologies are used by a teacher who works in Rural Education, in a mixed grade level class in the city of Goianésia do Pará? Thus, its general objective it sought to: Investigate which teaching methodologies are used by a teacher working in Rural Education, in a mixed grade level class in the city of Goianésia do Pará. The research had a qualitative approach based on Teixeira´s and Moreira´s ideas (2011) and the documentary type based on Gil´s (1999) and field research from the perspective of Marconi and Lakatos (1999), and also of Action Research according to Thiollent (2007). The research subject was an active teacher working in a mixed grade level class in the First Years of Elementary School of Rural Education in the city of Goianésia do Pará/PA. Data collection was performed through the use of semi-structured interviews, which were recorded with cell phones, participant observation, recording through photography and field diary. It also had theoretical contributions from authors who debate themes such as: Hage (2005, 2010); Pires (2012); Fighera (2018); Veiga (2012) among others that address this field of study, and still some legislation that regulates field education. The survey pointed to the lack of didactic materials to help the teacher in her teaching duties, as well as the need to expand continuing education aimed to teachers working in mixed grade level classes in the field, in addition to planning activities based on the community. The research brought important contributions in order to understand the need to prepare a project capable of ensure continuing education for teachers of mixed grade level classes of the field aiming at the improvement of pedagogical practice in the classroom, as well as building a plan based on the reality of the ones living in rural areas who need the country school.
Descrição
Palavras-chave
Educação do campo; Turma multisseriada; Metodologias de ensino; Rural education; Mixed Grade Level Class; Teaching methodologies
Citação
SOUZA, Lindomar Pereira De. As metodologias de ensino na educação do campo: o trabalho de uma professora no município de Goianésia do Pará-PA em turma multisseriada. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2021. Disponível em: http://hdl.handle.net/10737/3450.