O ensino de literatura possibilitando o estímulo da autonomia, criatividade e reflexão nos alunos do ensino médio integrado
Carregando...
Data
2020-01
Autores
Orientador
Martins, Silvana Neumann
Banca
Strohschoen, Andreia Aparecida Guimarães
Schwaber, Cláudia Redecker
Quartieri, Marli Teresinha
Título do periódico
ISSN
Título do Volume
Editor
Resumo
O presente trabalho está voltado para o ensino de Literatura, tendo como foco estimular a autonomia, a criatividade e a reflexão dos alunos no Ensino Médio Integrado, a partir da utilização de Estratégias de Ensino Diferenciadas nas aulas de Literatura. Entende-se que a Literatura é uma necessidade universal e que, por meio dela, as pessoas têm sua sensibilidade aguçada, ficando mais cientes de si e da realidade que as cerca. Sabe-se que o modo como a Literatura vem sendo trabalhada em sala de aula constitui um dos fatores que contribuem pa ra a falta de interesse dos alunos por essa disciplina (CÂNDIDO, 2004; ZILBERMAN, 2005). Assim, acredita-se que o uso de Estratégias de Ensino Diferenciadas transformar a atual situação do ensino de Literatura, em muitos casos centrado numa aprendizagem somente por meio da transmissão, em uma aprendizagem na qual o aluno assume uma postura autônoma no processo de construção dos seus conhecimentos (BERBEL, 2011; BACHICH e MORAN, 2018; FREIRE, 2015). Tendo em vista essas considerações, o objetivo geral deste estudo consistiu em analisar como o ensino de Literatura, com aproximações de uma perspectiva norteada por Estratégias de Ensino Diferenciadas, pode contribuir para estimular a autonomia, a criatividade e a reflexão nos alunos de uma turma de Ensino Médio Integrado no IFPI Campus Uruçuí. Nesse viés, a pesquisa teve uma abordagem qualitativa, aproximando-se da pesquisa-ação. Os sujeitos da pesquisa foram os alunos do terceiro ano do Ensino Médio Integrado do Curso Técnico de Agropecuária e a professora de Língua Portuguesa da turma. Os instrumentos de coleta de dados foram a análise documental (PPC e plano de ensino), a entrevista semiestruturada, o questionário, o diário de itinerância (BARBIER, 2007) e a Intervenção Pedagógica. Quanto ao tratamento dos dados, seguiu-se a análise descritiva de GIL (2008). Os resultados alcançados, vistos como significativos, evidenciam que as Estratégias Diferenciadas de Ensino contribuíram para o estímulo da autonomia, da reflexão e da criatividade dos alunos, bem como na valorização do conhecimento compartilhado pelos colegas. Contribuíram também para melhorar a desenvoltura dos alunos nos trabalhos em equipe, nas relações interpessoais na turma e na comunicação oral. As Estratégias Diferenciadas de Ensino também deram um novo sentido para os estudos de Literatura, pois permitiram que os alunos entendessem que a boa aula nem sempre é aquela em que o professor explica tudo e o aluno só recebe o conhecimento de modo passivo. Por último, entende-se que a pesquisa alcançou seu objetivo geral, de acordo com o que foi constatado por meio das respostas dos alunos às questões do questionário, pelo suporte teórico usado e a partir da análise da pesquisadora.
The present work is focused on the teaching of Literature, with a focus on stimulating the autonomy, creativity and reflection of students in integrated high school, based on the use of Differentiated Teaching Strategies in Literature classes. It is understood that Literature is a universal need and that, through it, people have a heightened sensitivity, becoming more aware of themselves and the reality that surrounds them. It is known that the way Literature has been worked in the classroom is one of the factors that contribute to the lack of interest of students in this discipline (CÂNDIDO, 2004; ZILBERMAN, 2005). Thus, it is believed that the use of Differentiated Teaching Strategies can transform the current situation of Literature teaching, in many cases centered on learning only through transmission, in a learning in which the student takes an autonomous posture in the construction process knowledge (BERBEL, 2011; BACHICH and MORAN, 2018; FREIRE, 2015). In view of these considerations, the general objective of this study was to analyze how the teaching of Literature, with approaches from a perspective guided by Differentiated Teaching Strategies, can contribute to stimulate autonomy, creativity and reflection in the students of a class of Integrated High School at IFPI Campus Uruçuí. In this bias, research took a qualitative approach, approaching action research. The subjects of the research were the students of the third year of Integrated High School of the technical course of Agriculture and the teacher of Portuguese Language of the class. The instruments of data collection were the documentary analysis (PPC and teaching plan), the semi- structured interview, the questionnaire, the roaming diary (BARBIER, 2007) and the Pedagogical Intervention. As for the treatment of data, the descriptive analysis of GIL (2008) was followed. The results achieved, seen as significant, show that the Differentiated Teaching Strategies contributed to stimulating students' autonomy, reflection and creativity, as well as in the valorization of the knowledge shared by colleagues. They also contributed to improving students' resourcefulness in teamwork, interpersonal relationships in the classroom and oral communication. The Differentiated Teaching Strategies also gave a new meaning to the studies of Literature, because, they allowed the students to understand that the good class is not always the one in which the teacher explains everything and the student only receives the knowledge in a passive way. Finally, it is understood that the research reached its general objective, according to what was found through the students' answers to the questionnaire questions, by the theoretical support used and from the researcher's analysis.
The present work is focused on the teaching of Literature, with a focus on stimulating the autonomy, creativity and reflection of students in integrated high school, based on the use of Differentiated Teaching Strategies in Literature classes. It is understood that Literature is a universal need and that, through it, people have a heightened sensitivity, becoming more aware of themselves and the reality that surrounds them. It is known that the way Literature has been worked in the classroom is one of the factors that contribute to the lack of interest of students in this discipline (CÂNDIDO, 2004; ZILBERMAN, 2005). Thus, it is believed that the use of Differentiated Teaching Strategies can transform the current situation of Literature teaching, in many cases centered on learning only through transmission, in a learning in which the student takes an autonomous posture in the construction process knowledge (BERBEL, 2011; BACHICH and MORAN, 2018; FREIRE, 2015). In view of these considerations, the general objective of this study was to analyze how the teaching of Literature, with approaches from a perspective guided by Differentiated Teaching Strategies, can contribute to stimulate autonomy, creativity and reflection in the students of a class of Integrated High School at IFPI Campus Uruçuí. In this bias, research took a qualitative approach, approaching action research. The subjects of the research were the students of the third year of Integrated High School of the technical course of Agriculture and the teacher of Portuguese Language of the class. The instruments of data collection were the documentary analysis (PPC and teaching plan), the semi- structured interview, the questionnaire, the roaming diary (BARBIER, 2007) and the Pedagogical Intervention. As for the treatment of data, the descriptive analysis of GIL (2008) was followed. The results achieved, seen as significant, show that the Differentiated Teaching Strategies contributed to stimulating students' autonomy, reflection and creativity, as well as in the valorization of the knowledge shared by colleagues. They also contributed to improving students' resourcefulness in teamwork, interpersonal relationships in the classroom and oral communication. The Differentiated Teaching Strategies also gave a new meaning to the studies of Literature, because, they allowed the students to understand that the good class is not always the one in which the teacher explains everything and the student only receives the knowledge in a passive way. Finally, it is understood that the research reached its general objective, according to what was found through the students' answers to the questionnaire questions, by the theoretical support used and from the researcher's analysis.
Descrição
Palavras-chave
Ensino de Literatura; Metodologias de Ensino; Ensino Médio Integrado; Teaching Literature; Teaching Methodologies; Integrated High School
Citação
FUMEIRO, Carlíria Lima. O ensino de literatura possibilitando o estímulo da autonomia, criatividade e reflexão nos alunos do ensino médio integrado. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 jan. 2020. Disponível em: http://hdl.handle.net/10737/2934.