AS PERCEPÇÕES E OS SIGNIFICADOS DE ESCOLA PARA OS ESTUDANTES ADOLESCENTES: UM ESTUDO DE CASO NO INSTITUTO FEDERAL FARROUPILHA
The present research aimed to investigate perceptions and meanings of school for teenagers students of the High School teenagers. Specifically, we tried to identify what spaces, times and activities concerning the school set of greatest interest or lack of interest to young people; to know the impor...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Franciscana (UFN) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da Universidade Franciscana (UFN) |
| Idioma: | portugués |
| OAI Identifier: | oai:tede.universidadefranciscana.edu.br:UFN-BDTD/666 |
| Acceso en línea: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/666 |
| Access Level: | acceso abierto |
| Palabra clave: | Adolescência. Contexto Escolar. Escuta. Ensino Adolescence. School Context. Listen. Teaching Ensino de Humanidades e Linguagens |
| Sumario: | The present research aimed to investigate perceptions and meanings of school for teenagers students of the High School teenagers. Specifically, we tried to identify what spaces, times and activities concerning the school set of greatest interest or lack of interest to young people; to know the importance of the school from the point of view of teenagers and how does participation of these in everyday life; to understand through the telling of how students are developed the relationships between the different subjects of the school (students, teachers, servers, managers, family, community); as well as reflect on the strategies present at the school, teaching as the perception of adolescents; and to characterize the relationship between adolescence and school nowadays and the possible implications for teaching. As for the methodology, we used a qualitative approach to the literature review and empirical research. As methodological strategy has been chosen for the case study, as the focal group technique and analysis of the results was elected the content analysis. Initially, the bibliographic survey about the topic. The second time was the focal group organization and presentation of the proposal to the research subjects. The third step included the development of work with the focal group, which happened through three games. These meetings discussed normal matters to school, going to the subject of research, namely, "Perceptions and Meanings of school for teenagers students of High School", and according to a script of questions, which has guided dialogs Group. Subsequently, the data were analyzed and built five thematic categories: 1) feelings regarding the school; 2) the IFFar students' vision; 3) school rules and punishments-between surveillance and control; 4) pedagogical strategies - a look at the methodology and didactic resources and 5) the school as a place of relationships. Based on these analyses, it was noticed that the students have various feelings about school, going from happiness to boredom. The school has a lot of importance and meaning to them, primarily by interpersonal links built, for knowledge and for the possibility of a better future. It was noted that the Farroupilha Federal Institute appears as a prominent place in the lives of the students and it has qualified teachers, the available infrastructure and programs that aim at the access and permanence for them but he emphasized that the integrated curriculum, the proposal of the institution, is still in the process of implementation. It was, according their opinion, an important issue to be discussed about the rules and punishments in the school context. It was found that the students reject the expository methodology and like classes that provide active participation, and to do so, methodologies such as field trips, games, music, field trips, videos, series, as resources, which with them, you learn best. Also, it was noted that there are many positive aspects highlighted by them in relations with colleagues, professionals and the community, however, there are several points that can be improved and addressed, in particular with regard to participation, dialogue and integration, among the whole school community. With this, it is concluded that teenager students have a great and critical reading of several questions about school, a fact that could contribute significantly to the teaching. Therefore, it is the need of the school (re)meets them, listen to them and consider them. |
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