Educação e desafios contemporâneos: reflexões sobre as práticas pedagógicas e as queixas escolares

Abstract

The reflections developed in this text incursion in the crossing and critical analysis of concepts and conceptions related to education, pedagogical practices, the school complaint and the diversity and plurality that characterize the school space, mediated by the understanding of the dialectics inherent to them. More specifically, it constitutes an investigative movement, which intends to reflect on how teachers in the early years of elementary school have dealt with children with school complaints. How have pedagogical practices developed in this context? This is a study anchored in the dialectical educational theoretical-epistemological perspectives, in which the teaching-learning process is seen as a space for dialogues, exchanges, participation and active interventions, thus valuing the learner's cognitive, motor, affective and social aspects. The reflections and problematizations to be developed throughout this work are based on the comprehension of the existing relations between education and social-historical-cultural contexts, their influence on the teaching-learning processes, and on the conceptions that guide and ground the educational public policies, and the professional teaching training and performance. The general objective of this work was to analyze, from the perspective of the Historical-Cultural Theory, the pedagogical practices of teachers from the Public Education Network of a municipality in the metropolitan region of Goiania, with a view to problematizing school complaints. Regarding the specific objectives, the research aimed to analyze, based on the investigation of the teaching work, the perception of teachers of the Elementary School, about the school complaint; to discuss the conceptions and pedagogical practices developed by teachers of the Elementary School facing the diversity and plurality that characterize the school space; to identify, characterize and analyze the pedagogical practices and the challenges of the teaching work in contemporary times. The empirical space of the research was three public schools located in a city in the metropolitan region of Goiânia, which attend the 3rd year of Elementary School. The participants of the study were three third grade teachers from the municipal public school system, with whom we monitored and observed their teaching practices as a means of accessing data. The choice for the adopted theoretical-methodological referential is justified by the understanding of human development related to historical-cultural aspects. The work is structured in 02 (two) axes that articulate themselves dialectically around the problematization of the relations between pedagogical practices, the school complaint and the challenges that characterize the teaching work in contemporaneity. Knowledge is understood through the historical-social materiality of human life in detriment of the positivist conceptions of fragmentation of the investigative process. In face of the data constructed along the development of this research, we noticed that the pedagogical work developed by the teachers participating in this study is directed to the plurality and diversity that characterize the educational space at school. However, it calls our attention to the conceptions and meanings attributed by the teachers to the family-school relationship, being based on issues related to the monitoring of home activities and the organization of the child's school materials, as well as the practices of intervention with the behaviors considered undisciplined that are structured mostly in conceptions that disregard the social factors related to their development.