Os dizeres dos alunos participantes do projeto Novas Possibilidades de Ensino e Aprendizagem (NPEA) sobre o rendimento escolar: um estudo de caso

by Rosemann, Carla Klemz

Abstract (Summary)
Present dissertation, linked to the Didactic-Pedagogic Process and Methods research line of the Master Post-Graduation Program of Universidade Regional de Blumenu (FURB), presents a research aiming at analyzing in which aspects the students participating in the ?Projeto Novas Possibilidades de Ensino e Aprendizagem ? NPEA? (New Teaching and Learning Possibilities Project), proposed by the Municipal Education Secretariat of Blumenau, Santa Catarina, voice their learning difficulties, in order to enable educators to find ways for the students to overcome same. The research, of qualitative nature, has 9 students as subject participating in the NPEA project. One student of the NPEA project was exempted of participating; 22 students of the 5th. Grade, 19 of the 7th. Grade and 16of the 8th grade of regular education were subject to the research and that last grade comprised participants of NPEA project. For the data collecting, that occurred in 2006,the individual and the group interview as well as the questionnaire and observation of the classes of the Project. The analysis of the data was based on several authors, like Patto (1999), who elaborates on reprobation; Machado (1997-2000), who sets the foundation for projects and values; Stainback and Stainback (1999), who support the idea of educational inclusion in regular schools for all; Freire (1999 and 2005), in whose studies the educator can learn about availability for dialogue; Maturana and Varela (2001) who bring aspects from language and knowledge; Foucault (2004), who brings subsidies topresent study regarding guilt and exams; and Perrenoud (2000 and 2001), who stresses the personalized pedagogy to meet individual differences. The analysis of the data revealed that what the students voice is essential for the educators to find ways to make them overcome their difficulties, in the following aspects: the importance of the group to carry out school activities and the need of individual help, for better school performance. Theresults also disclose a feeling of guilt in case of reprobation, as well as fear nervousness, regret and sadness. The students liked being invited to the Project for they knew they needed help, but they preferred to participate in a period other than regular school,because they were ashamed and insecure, what is a clear sign of their feeling of not being totally included in the school environment
This document abstract is also available in Portuguese.
Bibliographical Information:

Advisor:Valéria Silva Ferreira; Gilson Ricardo Medeiros Pereira; Julianne Fischer

School:Universidade Regional de Blumenau

School Location:Brazil

Source Type:Master's Thesis

Keywords:school performance NPEA project educational inclusion


Date of Publication:08/30/2007

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