O transitar de saberes populares de pescadores artesanais na escola
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Data
2014
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Pereira, Samira Martins
Orientador
Marcomin, Fátima Elizabeti
Coorientador
Resumo
Os alunos chegam à escola com uma gama de conhecimentos que inúmeras vezes ficam do lado de fora e, aos poucos, são substituídos pelos conhecimentos escolares, ditos corretos. Isso pode gerar desmotivaç~o e um ¿estudar¿ sem significado. Nesse contexto, surge a necessidade de se ¿olhar¿ para os saberes populares construídos pela comunidade em que a escola está inserida e partir para um processo educativo que incorpore tais saberes e objetive formar cidadãos críticos e capazes de atuar sobre a sua realidade. Assim, o presente estudo objetivou interpretar a percepção que os sujeitos/atores possuem acerca da incorporação dos saberes populares dos pescadores ao processo educativo formal. Para este estudo, foi utilizada uma abordagem qualitativa, a partir de uma pesquisa participante de cunho fenomenológico realizada com professores e alunos da E. E. B. de Santa Marta ¿ Farol de Santa Marta ¿ Laguna/SC, e com pescadores dessa mesma comunidade. Para a busca das informações foi utilizado um questionário com os professores e alunos a fim de conhecer o perfil destes e posterior entrevista com os professores e pescadores artesanais. Dentre os resultados, percebi que poucos alunos consideram importantes os saberes dos pescadores, mesmo que a atividade principal da sua família seja a pesca. Observei que os professores residentes na comunidade contextualizam os saberes relacionados à pesca com mais facilidade e reconhecem que os pescadores possuem conhecimentos muito importantes a serem trabalhados. No entanto, costumam incorporá-los à medida que estes se relacionam com os materiais didáticos ou como forma de exemplificar o conteúdo que vem sendo trabalhado. Além disso, receiam que, ao trabalhar com os saberes relacionados à pesca em sala de aula, estejam incentivando os alunos a seguirem tal atividade, o que denota a descaracterização e desvalorização dessa atividade pelos professores. Esse receio foi apontado também pelos pescadores. Estes apresentaram, durante a entrevista, vários conhecimentos sobre a pesca, sobre aspectos históricos e da sua prática que poderiam ser incorporados no âmbito escolar. Os resultados apontaram para a necessidade de se contextualizar os conteúdos trabalhados em sala de aula com os saberes que os pescadores da comunidade possuem, buscando, entre outros aspectos, a valorização dos mesmos.
Students come to school carrying a range of knowledge which several times stay on the outside and little by little are replaced by the school knowledge known as the correct ones. This may lead to demotivation and a meaningless study. In this context, the needs to look into the popular knowledge built by the community in which the school is inserted and go to an educational process that incorporates such knowledge and aim to become critical citizens capable of acting on their own reality emerges. Thus, the present study aimed to interpret the perception the subjects/actors have concerning the incorporation of popular knowledge to the formal educational process. For this study, a qualitative approach was applied from a participative research of a phenomenological nature performed with teachers and students of the Santa Marta state school - Santa Marta lighthouse ¿ Laguna/SC and also with fishermen of that community. In order to collect the information a questionnaire was used for the purpose of getting to know their profile as well as a posterior interview with the teachers and the artisan fishermen. Among the results, it was noticed that a few students consider the fishermen knowledge important, even If their family main activity is fishing. It was observed that the local teachers contextualize the knowledge related to fishing more easily and acknowledge the fishermen own very important knowledge to be worked with. However, the local teachers are used to including them as they are related to the didactic materials or as a means of illustrating the content that is being worked at that moment. Besides, the teachers fear that working in class with the knowledge related to fishing they would be encouraging the students to pursue such activity which denotes distortion and devaluation of such activity by the teachers. This fear was also pointed out by the fishermen. During the interview they presented plenty of knowledge concerning fishing, historical aspects and their practice that could be incorporated in the school environment. The results pointed out for the need to contextualize the contents worked with in class along with the knowledge the community fishermen have, seeking their professional valorization among other aspects.
Students come to school carrying a range of knowledge which several times stay on the outside and little by little are replaced by the school knowledge known as the correct ones. This may lead to demotivation and a meaningless study. In this context, the needs to look into the popular knowledge built by the community in which the school is inserted and go to an educational process that incorporates such knowledge and aim to become critical citizens capable of acting on their own reality emerges. Thus, the present study aimed to interpret the perception the subjects/actors have concerning the incorporation of popular knowledge to the formal educational process. For this study, a qualitative approach was applied from a participative research of a phenomenological nature performed with teachers and students of the Santa Marta state school - Santa Marta lighthouse ¿ Laguna/SC and also with fishermen of that community. In order to collect the information a questionnaire was used for the purpose of getting to know their profile as well as a posterior interview with the teachers and the artisan fishermen. Among the results, it was noticed that a few students consider the fishermen knowledge important, even If their family main activity is fishing. It was observed that the local teachers contextualize the knowledge related to fishing more easily and acknowledge the fishermen own very important knowledge to be worked with. However, the local teachers are used to including them as they are related to the didactic materials or as a means of illustrating the content that is being worked at that moment. Besides, the teachers fear that working in class with the knowledge related to fishing they would be encouraging the students to pursue such activity which denotes distortion and devaluation of such activity by the teachers. This fear was also pointed out by the fishermen. During the interview they presented plenty of knowledge concerning fishing, historical aspects and their practice that could be incorporated in the school environment. The results pointed out for the need to contextualize the contents worked with in class along with the knowledge the community fishermen have, seeking their professional valorization among other aspects.
Palavras-chave
Superstição - Aspectos sociais, Pescadores, Sistemas de ensino