Orientador: Corinta Maria Grisolia Geraldi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T19:50:10Z (GMT). No. of bitstreams: 1 Ferreira_GlauciadeMelo_M.pdf: 21325383 bytes, checksum: 8fe2185af3c2457ed6628644ec521ad2 (MD5) Previous issue date: 2004 / Resumo: Este trabalho refere-se a uma experiência de construção de proposta inovadora, no âmbito da rede particular de ensino do Brasil, tematizando nele a relação de mediação desempenhada pela coordenação pedagógica e a construção de parcerias para realizar o trabalho no cotidiano escolar que esta mediação permitiu. A história da escola é também a da constituição da formadora e do projeto de formação que foi possível desenvolver, sendo um trabalho com a pedagogia Fremet e não sobre ela. Os elementos fundamentais nessa empreitada foram: a minha própria experiência de trabalho nesta escola, a memória de professores e minha e o arquivo da escola com extenso material de documentação. O 1 ° capítulo contextualiza o surgimento de experiências inovadoras, mostra os pilares nos quais está assentada a escolarização e propõe o questionamento a estes pilares e apresenta, em linhas gerais as idéias de Freinet. O 2° capítulo traz o relato da história da escola, o 3° trata da construção de parcerias necessárias com professores, alunos e pais. O 4° capítulo extrai aprendizagens: sobre as dificuldades que enfrentam os projetos de inovação, sobre a mediação da coordenação nos processos de mudança, sobre o papel da escola como lugar da prática e da reflexão, sobre a importância do diálogo, sobre a pluralidade do espaço escolar e sobre a constituição de sujeitos na interação. Um aliado foi o Grupo de Estudos e Pesquisa em Educação Continuada, da Unicamp, que se coloca na perspectiva de ver no trabalho do professor e dos que atuam na escola as possibilidades de produção de conhecimento que aí se originam, rejeitando modelos de teorização que prescrevem receitas e atribuem rótulos a estes atores / Abstract: This work reports the construction of an innovating project in the scope of the private schools in Brazil. Its main themes are the role played by the pedagogical coordination in mediating different parts and the establishment of partnerships in order to carry out the dai1y school work. The later is allowed by the former. The history of the school is also the history of the constitution of the coordinator and the project of coordination which was possible to develop; it is a work with Freinet' s Pedagogy and not about it. The basic elements in this work were: my own working experience in this school, the memory of the teachers, my own and the school files, with extensive documentation. Chapter One locates the emergence of innovating educational experiments, shows the basis on which schooling was built, questions these same basis and presents, in general lines, the ideas of Freinet. Chapter Two reports the history of the school. Chapter Three is about the establishment of the necessary partnerships with teachers, students and parents. Chapter Four offers lessons: on the obstacles which the innovating projects have to face, on the mediation of the coordination during the changing processes, on the role of the school as a place of practice and thinking, on the importance of dialogue, on the plurality of the school place and on the constitution of citizen through the interaction inside it. The Grupo de Estudos e Pesquisa em Educação Continuada, of Unicamp (Group of Studies and Research on Continuous Education of Unicamp) worked as a strong allied. It sees in the work of the teachers and the other people inside the school the potential of producing knowledge about it, thus refusing the theoretical models which give on1y prescriptions and labels to these actors / Mestrado / Mestre em Educação

Orientador: João Batista Freire da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-25T00:09:36Z (GMT). No. of bitstreams: 1 Scarpato_MartaThiago_M.pdf: 2200859 bytes, checksum: eed81ddd66773490e50bf7dd6d64b6db (MD5) Previous issue date: 1999 / Resumo: Neste trabalho escrevi sobre a influência, na minha formação como professora e bailarina, de dois grandes pensadores: Rudolf von Laban e Célestin Freinet. Proponho a dança na escola como um recurso metodológico para o trabalho do professor. Um recurso importante para a formação integral do aluno que vive um final de século, que o espaço físico e contato com a natureza tornam-se raros. As preocupações da escola vão pouco além de manter o aluno imóvel por horas, sentado em sua carteira, ouvindo o professor falar, copiando lições da lousa. Apresento reflexões sobre que corpo a escola quer formar: um corpo submisso ou um corpo com autonomia para agir. Aponto as convergências de idéias entre Laban e Freinet que podem vir a formar uma proposta de movimento dançante para o professor usar em sala de aula com seus alunos / Abstract: In this paper I write about the influence the great thinkers Rudolf Laban and Célestin Freinet exercised on my development as a teacher and dancer. I propose dance at school as a methodological aid for the teachers' work. Dance is an essential support for the complete development of students who live at the end of the century when space and contact with nature are becoming rare. The concerns of the school hardly go beyond the intention of keeping students quiet for hours, sitting at their desks, listening to the teachers, and copying lessons from the black-board. I present considerations about what body the school needs to form - either a submissive body or one who is free to act. I point to the convergences of Laban's and Freinet's ideas which can conceive a proposal for a dancing movement to be used by the teachers in the c1assroom / Mestrado / Educação Motora / Mestre em Educação Física

Orientador: Jose Dias Sobrinho / Dissertação (mestrado)-Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-13T21:38:11Z (GMT). No. of bitstreams: 1 Fernandes_AngelaVianaMachado_M.pdf: 22792992 bytes, checksum: 114ce8161bb4fef99b38f06e2380eb3c (MD5) Previous issue date: 1990 / Mestrado

Orientador : Rosaria Maria Ribeiro de AraGão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-19T11:38:58Z (GMT). No. of bitstreams: 1 Marques_CarmenSilviaRamalho_D.pdf: 17049860 bytes, checksum: 00ff63625d5465dd7ec411490a478a44 (MD5) Previous issue date: 1994 / Resumo: O presente trabalho busca reconstituir a história da escola Oca dos Curumins, situada em São Carlos, interior do Estado de São Paulo, cujo projeto pedagógico inspirou-se nos princípios da Pedagogia Freinet. Nessa perspectiva, objetivamos evidenciar as contribuições possíveis de uma ação educativa como essa para o ensino de 10. Grau regular, no atual contexto em que vivemos. Iniciamos a tese pela Construção da Escola, sua Caracterização, seu Histórico. Posteriormente, reconstruímos seu projeto pedagógico configurando a Trajetória Metodológica de Trabalho, bem como os Conteúdos de Ensino e a Produção dos alunos. Evidenciamos, finalmente, A VIDA NA ESCOLA, através dos processos pedagógicos vivenciados, ouvindo as vozes de PROFESSORES e ALUNOS / Abstract: This thesis on education tries to reconstitute the history of the school "Oca dos Curumins" (= "the children's house in the South American Indies tribes' language), located in S. Carlos, a city in S. Paulo State/Brazil, whose pedagogical project is based on Freinet's Pedagogy. Within this theoretical and practical educational perspective the author tried to stress its possible contributions to an educational action for primary schools in our contemporary context. In its initial part the thesis deals with the construction of the school, its characterization and its historical assets. Then the autor exposes its pedagogical project by explaining its methodological ways of working, its teaching contents and its students' production. The thesis ends by stressing "Iife in the school", i.e. the living pedagogical experience through both the teachers' and the students' voices / Doutorado / Metodologia de Ensino / Doutor em Educação

Cette étude inédite se propose d’aborder un pan méconnu de l’histoire du cinéma dans l’enseignement. Le réseau « Freinet », du nom de son instigateur, Célestin Freinet, a joué, depuis la fin des années 1920, un rôle important dans l’introduction du cinéma à l’école en France. Il réunit, en marge du système traditionnel, des éducateurs militant pour des méthodes nouvelles d’apprentissage ; des « expérimentateurs » qui utilisent dans leur classe des outils originaux tel quele cinéma. Si le réseau « Freinet » existe toujours aujourd’hui, l’étude se borne aux expérimentations fondatrices (1927-1968). Ce flash-back historique vise à découvrir des usages hors du commun et d’une grande modernité. Les pratiques constituent le principal axe d’analyse pour déterminer un particularisme en matière d’emploi du cinéma en classe face aux formes d’utilisation usuelles qui consistent à employer le film comme support de la leçon. L’élève devient « acteur ». Cette acception de l’apprentissage ouvre la voie à de nouvelles formes d’exploitation de la projection. Elle ouvreaussi la voie au cinéma outil d’expression, de création et de développement. / This unprecedented study addresses an unknown fold of Cinema History in education. The network « Freinet », named after its instigator Celestin Freinet, has played, since the end of the 20’s, an important role, by introducing the cinema into school in France. It brings together, outside the traditional system, educators campaining for new learning methods ; « experimenters » who use uncommon tools such as cinema in their class. Nowadays, if the network « Freinet » does still exist, the study is limited to the founders experimentations (1927 – 1968). This historical flashback aims to discover uncommon uses, also demonstrating a great modernity. Practices establish the main lead of the analysis in order to define a particularism in terms of uses of cinema in class, opposite common uses of movies as support of the lesson. The pupil becomes « actor ». This learning acceptance paves the way for new types of projection. It also opens the way for cinema as an expressing, creating and developing tool.

The aim of the study is to investigate reasoning about variation in learning, made by Waldorf, Freinet- and Bifrost pedagogues. The focal points are how the pedagogues reason about variation in learning and why they want to use variation. It is a qualitative study, and it is done through interviews with one Waldorf pedagogue, one Freinet pedagogue and one Bifrost pedagogue. The conversation with each pedagogue is complemented by literature that describes and discusses each pedagogue’s specific teaching method.The results of the study are linked to different theories and reasoning by scientists and professors. Two scientists are Ference Marton and Shirley Booth who investigated variation in learning. A professor is Tamás Bartfai who reason about the importance of supporting children’s creativity and the possibility of finding a variation of alternatives, which is done through encouraging children’s belief that there always could be another option or solution. Together with these, other theories and reasoning are linked to the results of the investigation.The three pedagogues reason that variation is created by opportunities and choices, that help children develop their creative sides and to see things from other perspectives. This has a positive impact on the students’ personal growth, since it encourages the student to learn and gives her or him the motivation and curiosity that is needed in order to make learning joyful.

Structuring education so that students can discover connections between schoolwork and their everyday lives is a crucial task for a teacher. This is especially true in today’s school system that seeks to foster a spirit of lifelong learning, since educational motivation depends on being able to connect to the tasks at hand. In a system where these connections are not present, students will be motivated only by institutional mechanisms such as test results and grades. This leads to them using a number of techniques for “optimizing the system” by getting maximal results for minimal effort.This essay looks at two pedagogical movements that aim to decrease the gap between schoolwork and students’ reality. Freinet pedagogy, named after Célestin Freinet (1896-1966) is a “pedagogy of labour” that concentrates on equating the “labour of the hand” and the “labour of the mind”. Entrepreneurial pedagogy, which has been gaining ground during the last few years, is centred on project-based learning that stimulates the skills commonly found among successful entrepreneurs.These movements have several important differences, most notably the idealistic political visions of the Freinet movement that are absent in the more modern, pragmatic entrepreneurial pedagogy. In spite of this, they are united by the principle of school being as close to the students’ reality as possible – a fact that gives hope for the school of tomorrow.

Québec Université Laval, Bibliothèque 2016

La crise éducative et économique mondiale génère un besoin de revoir les finalités éducatives et de réformer la pensée. « Les sept savoirs nécessaires pour l’éducation du futur », d’Edgar Morin, visent un humanisme démocratique et scientifique. C’est dans cette optique, et avec ce cadre épistémologique, que nous avons constitué une recherche collaborative internationale sur la formation de formateurs, au sein du mouvement de l’École Moderne. Une confrontation coopérative interculturelle a commencé, dans un premier temps, par une observation participante armée dans 5 pays européens, afin de travailler la dimension macro et méso de leurs systèmes éducatifs, et pour développer un réseau international qui a officiellement vu le jour lors de la rencontre physique d’enseignants et de formateurs de différents pays européens en 2009. Elle a révélé, au niveau méso et micro, des points aveugles, et elle a engendré, dans un second temps, une autoformation coopérative, grâce à l’émergence de nouvelles didactiques professionnelles socioconstructivistes. Celles-ci ont été mises en œuvre dans le cadre de la formation d’enseignants en février 2010, à Valencia, et de formateurs, en juillet 2010, à Nantes, avec un public hétérogène issu de 3 continents. Fondées sur l’articulation entre « tâtonnement expérimental » et coopération, elles représentent un lien entre éducation, formation et recherche. Elles développent la capacité à travailler en équipe, la créativité et la réflexivité. Ce travail de thèse montre que la diversité culturelle peut être source de richesse, d’intelligence collective internationale, et d’apprentissage transformateur, développant un « ingenium » transférable dans différents contextes, notamment en matière de formation de formateurs. / The educational and economic crisis generates a need to re-examine the education purposes and to reform the thought. “The seven knowledge necessary to educate the future”, (Morin E., 1999), aims at a democratic and scientific humanism. We constituted an international collaborative research on teacher training, supported by this philosophical and epistemological framework, within the the Modern School movement. An intercultural co-operative confrontation started, initially, by a participating observation in 5 European countries, in order to work macro and meso dimensions of their educational systems, and to develop an international network which officially came out during a physical meeting of teachers and trainers from various European countries, in 2009. It revealed blind points, on meso and micro levels, and generated a co-operative self-directed training, in a second step, thanks to the emergence of new professional socioconstructivist didactics, within the framework of teachers training, in February 2010, in Valencia, and trainers training, in July 2010, in Nantes, with a heterogeneous public of 3 continents. Based on the articulation between “experimental probing” and co-operation, they connect education, training and research. They develop ability to work in team, creativity and reflexivity. This thesis shows that cultural diversity can generate empowerment and international collective intelligence, transformative learning, developing a transferable “ingenium” in various contexts.

Made available in DSpace on 2014-12-17T14:36:04Z (GMT). No. of bitstreams: 1 ClaudiaSRSR_dissert.pdf: 1328426 bytes, checksum: 1e2ef332bfd6ea4bbab3040b4b1f6382 (MD5) Previous issue date: 2004-03-08 / ?Ce travail que nous venons de pr?senter apport une syst?matisation sur la viabilit? de la praxis de l??ducateur fran?ais C?lestin Freinet (1896-1996). Il s?agit d?une ?tude qualificative, recherche-action, d?velopp?e dans une ?cole coop?rative l? ?cole Freinet ? Natal/RN Br?sil, aupr?s des ?l?ves du 5?me et 8?me s?ries de l?Enseignement Fondamental. Le probl?me central que nous a amen? ? cette recherche, a ?t? le fait de v?rifier les progressions dans la production scientifique et dans les pratiques des enseignants qui ont ? la charge l??ducation Infantine et les premi?res s?ries de l?Enseignement Fondamental. Tout cela en tenant compte en concevoir l??l?ve en tant que sujet actif de son apprentissage et coresponsable ? l?organisation du travail scolaire. Toutefois, qaund-il s?agit des quatre derni?res s?ries de l?Enseignement Fondamental (5?me au 8?me s?ries), les propositions progressistes sont prises comme quelque chose pratiquement impossible d?en mettre en marche. Pour attenuer la lacune th?orique sur le sujet, nous avons offert un texte significatif pour les enseignants d?une fa?on g?n?rale, les chercheurs de l?acad?mie et pour l??colechamp de la recherch?. Tout cela par le fait de ne pas donner de priorit? ? une technique ou ? un principe, en particulier. Cette p?dagogie est discut?e autant que possible dans son contexte global et aussi sur le comment s?est manifest?e dans sa pr?xis . Nous avons mis en relief les aspects importants pour le fonctionnement de la salle de classe, aussi que les estrat?gies utilis?es pour la construction, communication et documentation des connaissances L?intervention nous a permis de construire l?objet par la r?flexion en action, ? partir des donn?es obtenues pendant les observations, les entretiens, les enterviews, les moments d??tudes et de la qu?te des textes ?crits. L?analyse a ?t? faite ? la lumi?re de la methodologie comprehensive (Kaufmann, 1996), entrelac?e au materiau empirique et ? la th?orie. Cette forme d?analyse nous a permis d?obtenir la logique dans l?ensemble comme nous crayons que doit caracteriser la recherche aux Sciences Humaines et Sociales. Les consid?rations finales mettent l?accent d?un c?t? sur l?efficacit? de la p?dagogie Freinet, pour orienter le processus de l?enseignement apprentissage, en tous les d?gres de l?enseignement et de l?autre c?t? nous montre la n?cessit? urgente de l??quipe de l??cole champ de la recherche, de qualifier sa pratique ? partir des r?f?rences th?oriques-pratiques de la p?dagogie Freinet / ?Esta disserta??o constitui-se na sistematiza??o de um estudo qualitativo, pesquisa-a??o, que realizamos na Escola Freinet, em Natal/RN - Brasil, sobre a viabilidade da pr?xis da pedagogia do educador franc?s, C?lestin Freinet (1896-1966), em turmas de 5? a 8? s?ries do ensino b?sico. O problema central que nos mobilizou ? pesquisa, foi o fato de verificarmos os avan?os na produ??o cient?fica e nas pr?ticas dos docentes que atuam na educa??o infantil e nas primeiras s?ries do ensino fundamental, na perspectiva de conceber o aluno enquanto sujeito ativo da sua aprendizagem e co-respons?vel na organiza??o do trabalho escolar. Por?m, quando se trata das quatro ?ltimas s?ries do fundamental, as propostas progressistas s?o tomadas como algo praticamente imposs?vel de materializar-se. Procuramos atenuar a lacuna te?rica sobre o tema, oferecendo um texto relevante para professores, de modo geral, pesquisadores da academia e para a escola pesquisada, sobretudo, pelo fato de n?o priorizarmos uma t?cnica ou princ?pio freinetiano, em particular. Essa pedagogia ? discutida, o mais pr?ximo poss?vel, da sua globalidade e de como se revelou naquela pr?xis. Destacamos os aspectos relevantes para o funcionamento da sala de aula, bem como as estrat?gias utilizadas para a constru??o, comunica??o e documenta??o dos conhecimentos. A interven??o permitiu que constru?ssemos o objeto pela reflex?o em a??o, a partir de dados produzidos durante as observa??es, as entrevistas, as conversas, os momentos de estudos e a consulta a materiais escritos. A an?lise se deu, ? luz da metodologia compreensiva (Kaufmann, 1996), entrela?ando-se o material emp?rico com a teoria. Esta forma de an?lise permitiu alcan?armos a l?gica do conjunto, como cremos que deve caracterizar a pesquisa nas Ci?ncias Humanas e Sociais. As considera??es finais indicam o potencial da pedagogia Freinet, para orientar os processos de ensino e aprendizagem em todas as etapas da escolaridade. Revelam, ainda, a necessidade, premente, da equipe da escola pesquisada qualificar a sua pr?xis, a partir do referencial te?rico-pr?tico da pedagogia Freinet