Navegando por Assunto "Escola multisseriada"

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Acesso aberto (Open Access)
O ensino de ciências em escolas multisseriadas na Amazônia ribeirinha: um estudo de caso no Estado do Pará
(Universidade Federal do Pará, 2005) FREITAS, Maria Natalina Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This is a work of qualitative research, focused on a study of case, using a narrative approach about Science Teaching in Multiseried Classes, specifically related to the function of the social and discursive interactions in the development of processes of Science teachinglearning. The practice investigation about Science teaching was developed with a teacher and her thirty students from kindergarten and elementary school of Basic Education in a public school of multiseried education, in State of Pará. It takes about 60 minute by boat to arrive at this city. We aimed to configurate how a teacher of multiseried classes deals with the variety of knowledgement of her students and we also aimed to investigate the social and discursive interactions developed in the classroom, considering the development of educational contents in the Science teachinglearning process in different grades the teacher works. The construction of this practice resulted from the following methodology: (a) Direct comments, because it could perceive the relations of the social and discursive interactions among pupils and pupils, pupils and teacher, as well as the participation and the interaction of the pupils in the development of the activities; (b) Field notes, on which we wrote down the worked contents and the interactive and discursive processes developed in the classroom; (c) Photographs and footages, which registered the interactions and discussions during the class. We used a microgenetic analysis to show a a practice built and developed in the social and discursive interactions among teacher and students during the selected episodes under analysis, considering the changes in the communicative approach and the standards of the speech. In this study, we used Mortimer and Scott (2003) approach to analise the intentions, the content, the communicative approach, the standards of interactions and the teacher interventions. These changes make possible the recognition and overcoming of the conflict for the group of students in a pace that benefits students perceive standards and ways of thinking science. There was educational room to the development of each student discourse, thoughts and actions and they could interact with the teacher, partners and researcher. This research showed the importance of involving Science contents in students life in order to facilitate the scientific concepts understanding. The results also showed that the office technical team of the Educational Secretary of the city needs to take responsability for (i) helping the teachers effectively in multiseried classes (ii) make possible educational support to teachers and students (iii) calling the attention to the importance to the construction of a curriculum which values various experiences, knowledges, values and specific cultural features that live and are from Amazonia to give new dimension to the teachinglearning process from any school contents, specifically at multiseried classes.
Acesso aberto (Open Access)
A organização do trabalho pedagógico em escolas multisseriadas no Município de Cametá
(Universidade Federal do Pará, 2012-06-22) ARAÚJO, Marivaldo Praseres de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This dissertation investigated the field education in the city of Cameta - Pará, where the object of study the organization of educational work in multigrade schools. On the assumption that educators who work in the multigrade schools have to develop their pedagogical work in the same class multiple sets present in the same space and time in school, we sought to investigate how they effect the organization of educational work in these situations. To develop this study we conducted a literature review and observations in locus with records of field notes and photographs, documentary analysis and semi-structured interviews with the subjects involved in multigrade schools, seeking to understand the specifics involving the practices of pedagogical work organization developed these schools. Used as reference for analyzing the material collected the literature that relates to the study of the pedagogical work organization and principles of teaching, as well as literature-based discussions on rural education and studies aimed at multilevel school in Brazil and the Amazon. The results obtained are constituted in moments of analysis and reflection on the pedagogical and existential conditions of rural education in multigrade schools in the city of Cameta, enabling the recognition of knowledge and experience developed in these schools, aiming to increase the accumulation of theoretical elements and building on Rural Education and organization of educational work in multigrade schools.
Acesso aberto (Open Access)
Transgressão do Paradigma da (multi)Seriação como referência para a construção da Escola Pública do Campo
(2014-12) HAGE, Salomão Antônio Mufarrej
The article analyzes the reality of rural public schools by including their particularities in the broader challenges facing the popular social movements of rural areas. These social movements seek to ensure the right to universal Basic Education with socially relevant quality and affirmative of the sociocultural and territorial diversity that constitute the rural areas in Brazil. It shares the results of studies carried out by the Group of Study and Research in Rural Education in the Amazon - GEPERUAZ, that investigates the reality of rural schools with multigrade classes, considering the paradox between disrepair and precariousness that to a large extent characterize the conditions of existence of these schools and the creative actions taken by teachers and students in school daily life that defy the adverse conditions experienced therein. It indicates references to the transgression of the urban grading teaching paradigm, currently hegemonic in these schools.