Building a effective school: Good practices in schools located in social vulnerability area in the municipality of ?guas de Lind?iaSP Brasil

Autor: Teodoro, Wanderson Lu?s
Přispěvatelé: Flores, Adolfo Ignacio Calder?n, Oliveira, Lina K?tia Mesquita de, Gimenes, Nelson Antonio Sim?o
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS
Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
Popis: Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2020-01-20T17:46:28Z No. of bitstreams: 1 WANDERSON LUIS TEODORO.pdf: 2734422 bytes, checksum: d99482785c0abcd2c2939d6813cef300 (MD5) Made available in DSpace on 2020-01-20T17:46:28Z (GMT). No. of bitstreams: 1 WANDERSON LUIS TEODORO.pdf: 2734422 bytes, checksum: d99482785c0abcd2c2939d6813cef300 (MD5) Previous issue date: 2019-12-12 The present dissertation fits into the Field of effectiveness school studies, the same ones whose the literature gather studies concerned with understanding the phenomena which occurs in school that promote in a lasting way the integral development of all yours students, going beyond of expectations in view your previous conditions. This study came up to answer the following question: What are the good school practices that contribute for elementary schools, located in a region of social vulnerability, considered as effectiveness school, achieve the learning objectives and exceed the school performance goals set by the government, through quality assessment and monitoring tools for public education, such as the IDEB ?Basic Education Development Index (IDEB)? Thus, the objective of this dissertation was to identify and analyze the good school practices that contribute to elementary schools, located in a region of social vulnerability, be considered as an effective schools. There were three specific objectives: a) Study the meaning of effectiveness school in national and international literature as a field of study and scientific production; b) Study the tendencies presented by the academic literature on good practices that contribute to effectiveness schools located in social vulnerability regions; c) Identify and analyze the good practices of effective schools in the context of social vulnerability in the municipality of ?guas de Lind?ia SP, that reached and overcame the goals set by IDEB from 2007 to 2015. In methodological terms, bibliographic research was conducted in books, scientific articles, theses, dissertations and government studies to achieve the first two specific objectives. To achieve the third specific objective, a field research was carried out using semi-structured interviews with participation of the manager, pedagogical coordinator, 5 staffs, 5 teachers, 5 parents and 5 students. After collecting and analyzing interview data, three focus group meetings were held with the participation of 3 teachers, 3 students and 5 parents. The study of the identified good practices showed that the focus on the pedagogical practices was fundamental so that the students could reach the learning objectives proposed by the school team. Cultural Gymkhana stood out as activity that provides learning gains and integration between management, teachers, students and parents. It?s concluded that in effective schools, the ability of teachers and students, in association with family, to overcome the negative influences arising from their situation and gradually improve their learning results, it?s evident. A presente disserta??o se insere no campo de estudos sobre efic?cia escolar, o mesmo que, segundo a literatura, re?ne estudos preocupados em compreender os fen?menos que ocorrem em escolas que promovem de forma duradoura o desenvolvimento integral de todos os seus alunos, indo al?m, do esperado tendo em vista suas condi??es pr?vias. Este estudo surge diante da seguinte inquieta??o te?rica: quais s?o as boas pr?ticas escolares que contribuem para que escolas de ensino fundamental, localizadas em regi?es de vulnerabilidade social, consideradas como escolas eficazes, consigam atingir os objetivos de aprendizagem e superar as metas de desempenho escolar estabelecidas pelo poder p?blico, por meio de instrumentos de avalia??o e monitoramento da qualidade da educa??o b?sica, como o ?ndice de Desenvolvimento da Educa??o B?sica (IDEB)? Assim, o objetivo desta disserta??o foi identificar e analisar as boas pr?ticas escolares que contribuem para que escolas de ensino fundamental, localizadas em contexto de vulnerabilidade social, sejam consideradas como escolas eficazes. Foram tr?s os objetivos espec?ficos: a) estudar o significado da efic?cia escolar na literatura nacional e internacional, como campo de estudo e produ??o cient?fica; b) estudar as tend?ncias apresentadas pela literatura acad?mica sobre as boas pr?ticas que contribuem para efic?cia escolar de unidades localizadas em regi?es de vulnerabilidade social; c) identificar e analisar as boas pr?ticas de escolas eficazes, em contexto de vulnerabilidade social no munic?pio de ?guas de Lind?ia, estado de S?o Paulo, que atingiram e superaram as metas estabelecidas pelo o IDEB no per?odo de 2007 a 2015. Metodologicamente, foi realizada pesquisa bibliogr?fica, em livros, artigos cient?ficos, teses, disserta??es e estudos governamentais para alcan?armos os dois primeiros objetivos espec?ficos. Para a consecu??o do terceiro objetivo espec?fico foi realizada pesquisa de campo, com a utiliza??o de entrevistas semiestruturadas com a participa??o do gestor, do coordenador pedag?gico, de 4 professores, de 5 funcion?rios, de 5 pais e de 5 alunos. Ap?s a coleta e an?lise dos dados das entrevistas, foram realizadas 3 reuni?es de grupos focais com a participa??o de 3 professores, 3 alunos e 5 pais. O estudo das boas pr?ticas identificadas, mostrou que o foco nas pr?ticas pedag?gicas foi fundamental para que os estudantes tenham conseguido alcan?ar os objetivos de aprendizagem propostos pela equipe escolar. A gincana cultural se destacou como atividade que propicia ganhos de aprendizado e a integra??o entre a gest?o, o corpo docente, os estudantes e os pais. Conclui-se, portanto, que em escolas eficazes ? n?tida a capacidade do corpo docente e dos alunos, apoiados pela fam?lia, de superar as influ?ncias negativas oriundas da situa??o em que se encontram e aprimorar paulatinamente os resultados da aprendizagem.
Databáze: OpenAIRE
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