Research as educational principle: an analysis of pedagogical practices in Fluminense Federal Institute

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2019-09-09T17:52:18Z No. of bitstreams: 1 2015 - Roberta Silva Leme Dalarme.pdf: 4567041 bytes, checksum: 714fbcb5b57e826f9af91244dbd0552d (MD5) Made available in DSpace on 2019-09-09T17:52:19Z (GMT). No. of bitstreams: 1 2015 - Roberta Silva Leme Dalarme.pdf: 4567041 bytes, checksum: 714fbcb5b57e826f9af91244dbd0552d (MD5) Previous issue date: 2015-08-25 The present dissertation intended to analyze research as educational and structuring principles for pedagogical practices in Fluminense Federal Institute of Education, Science and Technology, Campus Bom Jesus do Itabapoana. Due to this study specificity, a qualitative approach was used, considering the possibility of better analysis and interpretation of participants? impressions from their conceptions. As a first resource and in order to investigate the theoretical and methodological conceptions of scientific research and investigative practices, demonstrating teaching methodologies focused on scientific research, we used the literature which gave to this study the necessary theoretical basis. Continuing we proceeded with a documentary research in order to analyze the scientific production of the locus of this study, based on three-year period 2012-2014, which demonstrated: number of students; involved courses and financial agents of the projects. For the field research, we chose to use, as collection instrument, a questionnaire composed of open questions, mostly. The questionnaire was applied to the teachers of Module II of Technical Course in Agroindustry Concomitant to High School and allowed to identify their perception about the development of research as pedagogical activity, highlighting the main difficulties for its effective realization. Data obtained through field research were analyzed a posteriori in light of Content Analysis (BARDIN, 2009). The results were presented through graphs and tables permeated by fruitful discussion and confirmed the considerations made in the course of this study, which emphasized the dominance of the Cartesian model in educational environments and teaching practices based primarily on the transference of contents. Therefore, methods that use critical and reflective approaches corroborate on the main purpose of education: to form emancipated, critical, conscious, committed and acting people, as advocated by Pedro Demo and Theodor Adorno, who supported and directed this research. This study did not intend to finalize the discussion on teaching methodologies capable of stimulating the process of knowledge acquisition, but aimed to suggest new ways to articulate, in an effective and inseparable way, the teaching, research and extension, strengthening this tripod and, through research as an educational principle, as well as other reflective teaching practices, contribute to the students emancipation. A presente disserta??o buscou analisar a pesquisa em seus princ?pios educativo e estruturante da pr?tica pedag?gica no Instituto Federal de Educa??o, Ci?ncia e Tecnologia Fluminense Campus Bom Jesus do Itabapoana. Devido ? especificidade deste estudo, utilizou-se de uma abordagem qualitativa, em raz?o da possibilidade de melhor an?lise e interpreta??o das impress?es registradas pelos participantes a partir de suas concep??es. Como primeiro recurso e visando investigar as concep??es te?rico-metodol?gicas de pesquisa cient?fica e pr?ticas investigativas, evidenciando-se metodologias de ensino voltadas para a investiga??o cient?fica, numa perspectiva cr?tica e reflexiva, utilizou-se da pesquisa bibliogr?fica que possibilitou ao estudo o aprofundamento te?rico necess?rio. Dando continuidade, procedeu-se com uma pesquisa documental, a fim de analisar a produ??o cient?fica do locus deste estudo, com base no tri?nio 2012-2014, a qual evidenciou: n?mero de bolsistas; cursos envolvidos e agentes financiadores dos projetos. Para a pesquisa de campo, optou-se por utilizar como instrumento de coleta, question?rio composto de perguntas abertas, em sua maioria. O question?rio foi aplicado aos professores do M?dulo II do Curso T?cnico em Agroind?stria Concomitante ao Ensino M?dio e possibilitou identificar a percep??o dos mesmos acerca do desenvolvimento da pesquisa como atividade pedag?gica, destacando-se as principais dificuldades encontradas para sua efetiva realiza??o. Os dados obtidos por meio da pesquisa de campo foram analisados a posteriori ? luz da An?lise de Conte?do (BARDIN, 2009). Os resultados foram apresentados por meio de gr?ficos e tabelas permeados por fecunda discuss?o e confirmaram as considera??es realizadas no decorrer deste estudo, as quais enfatizaram a predomin?ncia do modelo cartesiano nos ambientes educacionais e as pr?ticas pedag?gicas fundadas, principalmente, no repasse de conte?dos. Portanto, metodologias que se utilizam de abordagens cr?ticas e reflexivas corroboram com as reflex?es acerca do prop?sito maior da educa??o: formar pessoas emancipadas, cr?ticas, conscientes, comprometidas e atuantes, conforme preconizam Pedro Demo e Theodor Adorno, te?ricos que embasaram e direcionaram esta pesquisa. O presente estudo n?o almejou esgotar a discuss?o sobre metodologias de ensino capazes de estimular o processo de apropria??o do saber, mas objetivou sugerir sobre novos caminhos que pudessem articular de forma efetiva e indissoci?vel o ensino, a pesquisa e a extens?o, fortalecendo esse trip? e, atrav?s da pesquisa como princ?pio educativo, assim como, outras pr?ticas pedag?gicas reflexivas, contribuir para que os educandos alcancem sua emancipa??o