O trabalho com projetos escolares: possibilidade de construção e releitura do conhecimento

Abstract

The present work has as main objective to understand how the teacher in the organization of her pedagogical work in the Initial Years of Elementary Education develops its work through school projects. With the specific objectives I sought: identify and analyze from which perspectives the 5th grade teacher develops her work through projects; to analyze the conception that the elementary school teacher has about the proposal to work with projects; identify and analyze what difficulties the teacher faces when working with projects; and analyze how students evaluate the proposal of studying through projects. As a research methodology, the qualitative approach was prioritized through a case study, making use of participant observation, document analysis, semi-structured interview and conversation wheel procedures. The field research and the data collection with the students was carried out in a school of the state education network in the city of João Pessoa, Paraíba through a class of the 5th year of Elementary School and its respective teacher. The choice of the participants was due to the pedagogical proposal that the school works, that is, pedagogy of projects. The reasoning was based on some authors such as Cambi (1999), Bomtempo (2000), Dewey (2010), Hernández and Ventura (1998), Hernández (1998), Hernández (2000), Kilpatrick Lourenço Filho (1978), Macedo (2007), Saviani (2008) and Westbrook (2010) among others who contributed significantly to the reflections and writings of this work. The results of this research indicate that the teacher presented a theoretical and methodological foundation on the work with succinct projects, but during the observations of the class and its teaching practice it was possible to perceive fruitful elements which are characterized in the performance of students in the classroom when if it works with school projects, the possibilities of construction and reconstruction of the knowledge that the work with school projects makes possible both for the teacher and the students involved were also perceptible.