O (Re)encantar da prÃtica pedagÃgica por princÃpios de prÃticas de lazer

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This research had provided to develop reflections and analysis about teacherâs pedagogical practices of the fundamental teaching. The main focus of this research is the (re) enchantment of pedagogical practice permeated by the principles of leisureâs practices. Starting from a qualitative base, we rely on the pillars of Etnomethodology for the methodological walk, indicating for the disclosure of the pedagogical practice (re)enchantment for the principles of leisureâs practices. Pillars as practice/accomplishment, indicialidade, reflexibility, accountability and member idea, provided us, through the narrative interview, to go after data. We took as main categories the pedagogical praxis, the creativity, the interdisciplinary, the dialogue/autonomy, the respect to the cultural diversity and the pleasure/joy. Based on the principles emerged of the relationship between this categories and the etnomethodologicalsâ basis, we indentified that: not all teachers that use some principles of leisureâs practices described, do it consciously, although, they identify themselves with almost all principles reported, in so far as they discern their manifestations in both practices and studentsâ behavior. This teachersâ acknowledgement confirms the qualification of the teaching-learning process with effects discovered since the planning until the evaluation of this process. Therefore, when the pedagogical practice is discussed we qualify ourselves for the intervention mediated by the principles of leisureâs practices, in the way of a more pleasant involvement with the classes, making the relationship closer, revealing and contributing for the flow of the materialized subjectivities as factual contents of reality. The findings of this research provides us to recognize the (re)enchantment of the pedagogical practice xxx by the principles of leisureâs practices, through the difficulties, objective and subjective, dailies, in a interdisciplinary perspective, real possibilities of construction and (re)construction of the knowledge, manifest by the joy/pleasure of the participants in the teaching-learning process

ASSUNTO(S)

pedagogical practice educaÃÃo prÃtica pedagÃgica princÃpios de prÃticas de lazer education principles of leisureâs practices educacao

ACESSO AO ARTIGO

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