O significado de aprender para alunos de uma escola agrotécnica
This study aimed at revealing the meaning of learning among students of a technical High School. As what was intended to be understood were the meanings of learning, it was necessary to obtain descriptions of the people who were experiencing this phenomenon.. A phenomenological approach was used and...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2005 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/211729 |
| Acceso en línea: | http://dx.doi.org/10.1590/S1516-73132005000300007 http://hdl.handle.net/11449/211729 |
| Access Level: | acceso abierto |
| Palabra clave: | phenomenology meaning of learning agrotechnical school fenomenologia significado de aprender escola agrotécnica |
| Sumario: | This study aimed at revealing the meaning of learning among students of a technical High School. As what was intended to be understood were the meanings of learning, it was necessary to obtain descriptions of the people who were experiencing this phenomenon.. A phenomenological approach was used and the data was comprised of observations and interviews. From these, the structures of the phenomena were described inside the discourses, in the naïve descriptions, in the class observations and in the interviews. From the ideographic and nomothetic analysis of the descriptions, it was possible to obtain hints of how the students understood the phenomena. So, the meanings were obtained in a phenomenological reduction process. In the search of convergences and divergences of meanings among the students, the invariance and the categories that expressed relevant aspects of the phenomena were emphasized. The convergences obtained showed that the meaning of learning encompasses the sense of learning, the context of learning and the affectiverelational relationship in learning. As a conclusion, a reflection about the meaning of learning for those students and its possible implication to knowledge is suggested. |
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