Relação entre práticas educativas e sucesso escolar na educação do campo
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2015
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O prisma central desta pesquisa se insere em analisar a relação entre práticas educativas e
sucesso escolar na Educação do Campo do município Verde, assim denominado para se
manter sigilo. Trata-se de uma investigação descritiva. Encontramos na abordagem qualitativa
a metodologia adequada para alcançar nossos objetivos e responder à questão levantada: Qual
a relação entre práticas educativas e sucesso escolar na Educação do Campo do município
Verde? Portanto, a pesquisa qualitativa e descritiva possibilitará compreender e interpretar o
objeto em estudo, com base na perspectiva dos sujeitos envolvidos. Escolhemos como
amostra o universo de oito professores da rede do município Verde, egressos do Programa
Escola Ativa, que desenvolveram suas atividades profissionais no campo no período de 2009
a 2011. Como instrumento de coleta de dados utilizamos entrevista semiestruturada da qual
foi feita uma análise de conteúdo. Os resultados alcançados levam-nos a perceber que as
práticas educativas desenvolvidas nas escolas pelos professores pesquisados quando
permeadas a luz das dimensões propostas pelos Princípios Básicos para Educação do Campo
remetem em certa dimensão ao sucesso escolar, por encontrarem no ato educativo práticas
diversificadas de modo contextualizado, obtendo uma aprendizagem significativa. Entretanto,
as realidades divergentes (falta transporte escolar, biblioteca, distorção idade/série, adaptação
ao horário de estudo devido ao trabalho, instalações e equipamentos inadequados) no tocante
as propostas para os povos do campo desfavorecem o processo de ensino-aprendizagem
comprometendo assim o bom desempenho escolar.
The central prism of this research is to examine the relationship between educational practices and academic success in the rural education of Município Verde – thus named to keep confidentiality. It is a descriptive research. We found in the qualitative approach the appropriate methodology to achieve our goals and to answer the question: What is the connection between educational practices and academic success in the rural education of Município Verde? Therefore, the qualitative and descriptive research will enable us to understand and interpret the object under study, based on the perspective of those involved. We chose as sample the universe with eight teachers from Município Verde’s educational system, graduates of the Program Escola Ativa, who developed their professional activities in the country from 2009 to 2011. As data collection instrument, we used a semi-structured interview whose content we analyzed. The results obtained make us realize that the educational practices developed in schools by the teachers surveyed, when permeated by the light of the dimensions proposed by the Basic Principles for rural education refer, in one dimension, to academic success, for presenting in the educational acts different and contextualized practices obtaining meaningful learning. However, the differing realities (lack of school transportation, library, age-grade, adaptation to study time because of work, inadequate facilities and equipment), concerning proposals for the country people, reduce the advantages of the teaching-learning process, thus compromising the good educational performance.
The central prism of this research is to examine the relationship between educational practices and academic success in the rural education of Município Verde – thus named to keep confidentiality. It is a descriptive research. We found in the qualitative approach the appropriate methodology to achieve our goals and to answer the question: What is the connection between educational practices and academic success in the rural education of Município Verde? Therefore, the qualitative and descriptive research will enable us to understand and interpret the object under study, based on the perspective of those involved. We chose as sample the universe with eight teachers from Município Verde’s educational system, graduates of the Program Escola Ativa, who developed their professional activities in the country from 2009 to 2011. As data collection instrument, we used a semi-structured interview whose content we analyzed. The results obtained make us realize that the educational practices developed in schools by the teachers surveyed, when permeated by the light of the dimensions proposed by the Basic Principles for rural education refer, in one dimension, to academic success, for presenting in the educational acts different and contextualized practices obtaining meaningful learning. However, the differing realities (lack of school transportation, library, age-grade, adaptation to study time because of work, inadequate facilities and equipment), concerning proposals for the country people, reduce the advantages of the teaching-learning process, thus compromising the good educational performance.
Descrição
Orientação: José Bernardino Duarte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MEIO RURAL, PRÁTICAS EDUCATIVAS, SUCESSO ESCOLAR, PROCESSO DE ENSINO-APRENDIZAGEM, BRASIL, EDUCATION, RURAL ENVIRONMENT, EDUCATIONAL PRACTICES, SCHOOL SUCCESS, TEACHING-LEARNING PROCESS, BRAZIL