Ensino do patrimônio cultural na Ilha de Mosqueiro, Pará: um estudo de caso
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Data
2024-10
Orientador
Machado, Neli Teresinha Galarce
Banca
Schwertner, Suzana Feldens
Herber, Jane
Lima, Fábio Teixeira
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O presente estudo se debruça sobre a abordagem do patrimônio cultural no contexto educacional dos anos finais do Ensino Fundamental II da Escola Estadual Inglês de Souza, situada na Ilha do Mosqueiro, em Belém, Pará. Reconhecendo a relevância do patrimônio cultural como elemento essencial na formação cidadã e na compreensão histórica, a pesquisa buscou investigar de que maneira esse tema é integrado às práticas pedagógicas da escola. O estudo se propõe, ainda, a identificar os desafios enfrentados pelos docentes na inclusão do patrimônio cultural em seus currículos, bem como as oportunidades para uma abordagem educativa mais rica e contextualizada. Para a realização deste estudo, adotou-se a metodologia que se aproxima do estudo de caso, de natureza qualitativa, permitindo uma análise aprofundada das práticas educativas em questão. A técnica de coleta de dados baseou-se em entrevistas semiestruturadas com oito professores da referida escola e uma coordenadora pedagógica, visando capturar suas percepções, experiências e sugestões relacionadas ao ensino do patrimônio cultural. Onde foi possível identificar aspectos relacionados às respostas dos professores e da coordenação sobre a utilização do tema patrimônio cultural por componente curricular, a formação continuada dos professores, o acesso ao Projeto Político Pedagógico (PPP) da escola, o conhecimento dos patrimônios culturais locais, e as sugestões para trabalhar o tema em sala de aula. Constatou-se que os professores dos componentes de Língua Portuguesa, Artes e Geografia têm incorporado o tema em suas práticas, enquanto Matemática, Ciências e Inglês ainda não o exploram. A pesquisa também destacou a ausência de formação continuada específica sobre o tema e o acesso limitado dos professores ao PPP, identificando essas lacunas como barreiras significativas ao desenvolvimento de práticas pedagógicas mais integradas e eficazes. Todavia, os professores demonstraram um conhecimento sólido sobre os patrimônios culturais de Mosqueiro, indicando um potencial subaproveitado. O estudo conclui que a promoção de uma abordagem interdisciplinar, fortalecida por formações continuadas e pela participação ativa dos docentes na elaboração do PPP, é vital para o aprimoramento das práticas pedagógicas, garantindo uma educação que prepara os estudantes não apenas para o domínio dos conteúdos, mas também para uma vivência cidadã plena e consciente.
This study looks at the approach to cultural heritage in the educational context of the final years of elementary school at Escola Estadual Inglês de Souza, located on Mosqueiro Island in Belém, Pará. Recognizing the relevance of cultural heritage as an essential element in citizen education and historical understanding, the research sought to investigate how this theme is integrated into the school's pedagogical practices. The study also set out to identify the challenges faced by teachers in including cultural heritage in their curricula, as well as the opportunities for a richer and more contextualized educational approach. In order to carry out this study, we adopted a methodology that is close to a case study, of a qualitative nature, allowing for an in-depth analysis of the educational practices in question. The data collection technique was based on semi-structured interviews with eight teachers from the aforementioned school and a pedagogical coordinator, with the aim of capturing their perceptions, experiences and suggestions related to the teaching of cultural heritage. Where it was possible to identify aspects related to the teachers' and coordinator's responses on the use of the cultural heritage theme by curricular component, teachers' continuing training, access to the school's Pedagogical Political Project (PPP), knowledge of local cultural heritage, and suggestions for working on the theme in the classroom. It was found that teachers of Portuguese Language, Arts and Geography have incorporated the subject into their practices, while Mathematics, Science and English have not yet explored it. The research also highlighted the lack of specific continuing training on the subject and teachers' limited access to the PPP, identifying these gaps as significant barriers to the development of more integrated and effective teaching practices. However, the teachers demonstrated a solid knowledge of Mosqueiro's cultural heritage, indicating an underutilized potential. The study concludes that the promotion of an interdisciplinary approach, strengthened by ongoing training and the active participation of teachers in drawing up the PPP, is vital for improving teaching practices, guaranteeing an education that prepares students not only to master the content, but also to live as full and conscious citizens.
This study looks at the approach to cultural heritage in the educational context of the final years of elementary school at Escola Estadual Inglês de Souza, located on Mosqueiro Island in Belém, Pará. Recognizing the relevance of cultural heritage as an essential element in citizen education and historical understanding, the research sought to investigate how this theme is integrated into the school's pedagogical practices. The study also set out to identify the challenges faced by teachers in including cultural heritage in their curricula, as well as the opportunities for a richer and more contextualized educational approach. In order to carry out this study, we adopted a methodology that is close to a case study, of a qualitative nature, allowing for an in-depth analysis of the educational practices in question. The data collection technique was based on semi-structured interviews with eight teachers from the aforementioned school and a pedagogical coordinator, with the aim of capturing their perceptions, experiences and suggestions related to the teaching of cultural heritage. Where it was possible to identify aspects related to the teachers' and coordinator's responses on the use of the cultural heritage theme by curricular component, teachers' continuing training, access to the school's Pedagogical Political Project (PPP), knowledge of local cultural heritage, and suggestions for working on the theme in the classroom. It was found that teachers of Portuguese Language, Arts and Geography have incorporated the subject into their practices, while Mathematics, Science and English have not yet explored it. The research also highlighted the lack of specific continuing training on the subject and teachers' limited access to the PPP, identifying these gaps as significant barriers to the development of more integrated and effective teaching practices. However, the teachers demonstrated a solid knowledge of Mosqueiro's cultural heritage, indicating an underutilized potential. The study concludes that the promotion of an interdisciplinary approach, strengthened by ongoing training and the active participation of teachers in drawing up the PPP, is vital for improving teaching practices, guaranteeing an education that prepares students not only to master the content, but also to live as full and conscious citizens.
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Palavras-chave
Patrimônio cultural; Escola; Mosqueiro/Pará; Cultural heritage; School
Citação
PEREIRA, Francisco Antônio Almeida. Ensino do patrimônio cultural na Ilha de Mosqueiro, Pará: um estudo de caso. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 11 out. 2024. Disponível em: http://hdl.handle.net/10737/4588.