A integração entre práticas socioculturais e práticas pedagógicas: a organização do ensino nos anos finais do ensino fundamental

Abstract

This research had as objective to study aspects of teaching organization in terms of the interfaces between pedagogical practices and sociocultural practices, in order to understand the ways in which teachers establish links between the contents and the social, cultural and material conditions of the students. Statistical information in Brazil has often revealed negative results of the students of Basic Education in the schooling process. On the other hand, research indicates an unequivocal link between the situation of school failure expressed by repetition, avoidance and exclusion and the social and cultural origin of the students. Among several factors that explain this situation is the use of pedagogical methodologies decontextualized from the reality of the students, especially the poorest, as shown by authors such as: Patto (2015); Hedegaard (2005); Smolka, (2000); Libâneo (2012). Add to this the adherence of official educational systems to a standardized teaching model with the aim of merely achieving results (LIBÂNEO; FREITAS, 2018), disregarding the individual, social and cultural particularities of students. Bibliographic research and field research were used as procedures. The bibliographical research consisted of the survey and study of theoretical references already produced on the subject. Field research was carried out in a full-time public school located in Goiânia - GO, in a class of the 6th year of Middle School, in the Science discipline, where observations were made of the school and the classroom, as well as a semi-structured interview with the teacher. The analysis of the data had as main theoretical reference the theories of L. Vygotsky, V. Davidov and M. Hedegaard and studies in didactics of Brazilian researchers. The results indicate that the organization of teaching in the situations observed was not articulated intentionally and explicitly with the sociocultural practices of the students and, when this articulation existed, occurred in a sporadic and casual way. Thus, the experiences lived by the students in their social and material conditions, although perceived by the teacher, are not intentionally contemplated in the pedagogical mediation practices aimed at actions that enhance learning aiming at the full development of the students.