Pedagogia de projetos: processos formativos na parceria entre a educação formal e não-formal

Abstract

This master's dissertation was linked to the Graduate Program in Education of Universidade do Oeste Paulista (Unoeste), in Research Line 1: “Public Policies in Education, Educational Practices and Diversity”. The main thematic axis is Project Pedagogy, envisioned as the possibility of conceiving a learning culture based on student work to solve everyday or social problems, with the support and encouragement of the teacher. Non-formal education environments, such as social projects in communities with socioeconomic problems and / or sustainable development projects in partnership with social organizations, can be privileged spaces to address cross-cutting themes in partnership with the formal school. With a view to structuring a partnership between a public elementary school and a social and environmental project in a medium-sized municipality in the interior of the state of São Paulo, and the possibility of developing projects in this context, the research aimed to analyze How the development of educational activities arising from a partnership between school and social and environmental project, using Project Pedagogy as a strategy, can help students learn about issues related to the environment and environmental education. The qualitative approach research was conducted in a municipal public school in the interior of the state of São Paulo. From the participant observation, logbooks were prepared, which were analyzed through categories listed from authors who discuss the theme Project Pedagogy. For the composition of logbooks, the researcher used the productions of students and spontaneous statements of teachers and students. The records were made through written text, images, audio and video. Descriptive descriptive analysis of the data was performed by systematically reading the logbook notes, confronting the theoretical references. Three analytical categories were generated: a) Potentialities and specificities of the students. b) Partnership between formal and non-formal education - challenges. c) Potential of Cross-cutting Themes and Project Strategy. These categories considered the reflections on student involvement, the real level of partnership between the school and the socio-environmental project and the treatment of information in the project on the cross-cutting environmental education theme. As a result, we can get a lot of information about the path of structuring and development of such a partnership and the perception that the involvement of teachers is fundamental for the process to be strengthened. Students got involved and learned from the process, but it would be more interesting if there was an effective partnership also from professionals in the formal and non-formal contexts. It was concluded that Project Pedagogy is a strategy that enables the development of a learning process in which the student obtains autonomy and involvement to work with cross-cutting themes, and that the partnership between formal and non-formal education needs great commitment. of the management and teaching staff in the definition of teaching and learning strategies.