Aprendizagem escolar e busca pelo direito à igualdade de resultados: um estudo sobre grupos interativos no ensino fundamental
Nenhuma Miniatura disponível
Data
2019-09-30
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Diversity, heterogeneity, interaction, dialogue, and better results are some of the elements of the
Interactive Group proposal, one of the successful educational activities developed in Learning
Communities, which has as one of its objectives to reinforce and accelerate learning.
contemplating the diversity of students who make up a classroom Given this dimension, this
dissertation starts from the following question: What are the contributions and limitations of
Interactive Groups for improving school learning and greater equality in learning outcomes among
elementary school children? Outlining the following objectives: a) to identify, describe and analyze
the contributions and limits of the Interactive Group to improve the school learning of students
from an elementary school class in Goiânia and b) to identify, describe and analyze the
contributions and limits Interactive Groups for the equality of results among the students,
considering the learning of school contents. As a theoretical basis, it uses references from different
scientific areas, which underlie the concept of dialogic learning, deepening in the concepts of
Interaction and Mediation by the author Lev Semionovich Vigotski and in the conception of
dialogue of the author Paulo Freire. It is inspired by the Communicative Methodology from a
qualitative approach, configuring itself in a case study with an elementary school class in one of
the municipal public schools of the city of Goiânia / Goiás, involving techniques of data collection
of the Communicative Methodology. as Communicative Observations, Communicative Life
Report, and Focus Group. This paper will present the text prepared for the defense of this
dissertation, which is organized in three sections beyond the introduction and the final
considerations. Presenting as results the analysis of subjective and objective data on the
contributions of Interactive Groups to improve learning of school content in the early years of
elementary school, ascertaining with the analysis of subjective data, transforming elements,
exclusion and recommendation of speech of subjects. ascertaining the GI as an action that
promotes the learning potential of the instrumental dimension. Besides improving the coexistence
between the subjects, it provides the motivation, raising the interest of the students to continue
learning more. Through the objective data it is possible to verify that the GI is contributive and
motivating to the instrumental learning, because the school content gains a different aspect, is
deeply worked, each theme / activity is performed by all collaboratively and in a more agile time,
promoted through mediation. In the categories of different content it was found that not all children
in the class achieved equal results. But they all advanced. Noting that this educational performance
improves students' learning, however, it is an additional practice of pedagogical work, which faces
challenges and needs an organization to make it effective. In addition, it is not enough to have G.I.
one must also make the activity happen and make it contributory. The student has a crucial role in
improving their learning, it takes effort and dedication. It is each participant who modifies and
enriches the performance of the Interactive Group in the classroom.
Descrição
Palavras-chave
Citação
ASSIS, Janaina Silva de. Aprendizagem escolar e busca pelo direito à igualdade de resultados: um estudo sobre grupos interativos no ensino fundamental. 2019. 394 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.