O sentido da queixa escolar para professoras do ensino fundamental: análise a partir da teoria histórico-cultural
Data
2020-03-23
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The present master's enrolled in the line of research called Educational Practices, Teacher Training and Inclusion, developed in the Graduate Program in Education at the Federal University of Goiás / Regional Catalão, started in 2018, research is linked to the interdisciplinary project, developed at the Center for Applied Studies in Psychology - CEAPSI, and has the theme "The School Complaint and the Teaching and Learning Process in schools". Regarding the challenges faced in the educational area, school complaints have been one of the most frequent problems in the schooling process, which is the reason for seeking increasingly effective interventions for their eradication. Based on this, this research has the general objective to discuss the meanings attributed to the school complaint, from the perspective of Elementary School teachers. It is worth mentioning that these teachers have students served at CEAPSI (in the project mentioned above). The method adopted is based on the methodological and philosophical foundations of historical-dialectical materialism, based on the theoretical frameworks of the Historical-Cultural Theory, having the meaning nuclei as an analysis procedure. As a fundamental part of the discussions carried out at work, interviews were conducted with six teachers and, after transcribing the answers obtained, there was a fluctuating reading of the material collected, in addition to its organization in pre-indicators, indicators and meaning cores. The three centers built were: 1) School complaint: a request for support in the search for an explanation of the individual's school performance; 2) The construction of a public policy for education that favors support for the school complaint and, 3) Psychology as a partner of the school team in the construction of strategies that overcome the unsatisfactory results with regard to the school complaint. As a result, it appears that school complaints repeatedly blame the teacher, through generic statements of self-blame, for claiming to have no knowledge in the face of various demands. Another fact seen was the teachers' great desire for knowledge that solves the difficulties they experience in the school scenario, which was expressed from the needs described by them, how to reflect on their actions and pedagogical practices in the face of the phenomenon of school complaints, a question that implies, consequently, the historical-critical approach to reality. In general, the data found in this research, show little changes in the educational scenario when it comes to the phenomenon of school complaints. It is concluded that the paths through which the school and the others involved in the teaching and learning process follow, are still permeated with fragmented knowledge and rooted in common sense, which causes pedagogical strategies with discourses strongly marked by not knowing. All of these factors reveal a school organization alien to the socio-historical processes of human development and the way in which each one appropriates knowledge.
Descrição
Palavras-chave
Queixa escolar, Políticas públicas, Professora, Teoria histórico-cultural, School complaint, Public policies, Teacher, Historical-cultural theory
Citação
MOREIRA, R. F. O sentido da queixa escolar para professoras do ensino fundamental: análise a partir da teoria histórico-cultural. 2020. 104 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2020.