Ambientes educativos e conhecimento social: um estudo sobre as representações de escola Educative environments and social knowledge: a study regarding representations about school

dc.creator	Eliane Giachetto Saravali
dc.creator	Taislene Guimarães
dc.date	2010-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:50Z
dc.date.available	2015-07-20T22:25:50Z
dc.identifier	10.1590/S0102-46982010000100008
dc.identifier	0102-4698
dc.identifier	1982-6621
dc.identifier	https://doaj.org/article/b2d69a7b280d4ead878bd09456bf1732
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21503
dc.description	Este artigo apresenta parte de uma pesquisa sobre a construção do conhecimento social fundamentada na teoria piagetiana. Os dados analisados referem-se às ideias de crianças entre 7 e 8 anos a respeito da escola. Os sujeitos foram alunos de duas classes de primeira série: uma considerada ambiente tradicional e a outra considerada ambiente sócio-moral construtivista. Os dados obtidos sofreram análise qualitativa e quantitativa e as respostas dos sujeitos foram comparadas, com a finalidade de descobrir possíveis diferenças naquilo que as crianças pensam em função do ambiente escolar do qual participam. Os resultados demonstraram que as crianças não possuem compreensão real da função da escola e que houve diferença significativa em função do ambiente escolar pesquisado, especificamente em relação à compreensão que os sujeitos apresentam das razões para a existência de uma escola e das caracterizações de uma escola boa e uma escola ruim. Dessa forma, as crianças inseridas no ambiente tradicional consideram que para a existência de uma escola é necessário somente aspectos materiais; já aquelas inseridas no ambiente sócio-moral construtivista consideram a necessidade de outros elementos, tais como as pessoas. As crianças inseridas no ambiente considerado construtivista também apontam aspectos subjetivos e referentes a comportamentos considerados adequados para a caracterização de uma boa escola, o que não ocorre com os alunos do ambiente tradicional.<br>This article presents part of a research on the social construction of knowledge based on the Piagetian theory. The analyzed data refer to 7 and 8 year-old children ideas about school. The research participants were first grade students of two different classrooms from two different schools: one of the schools was considered traditional whereas the other was considered a model of socio-moral constructivism. The data have undergone qualitative and quantitative analysis and the students' answers were compared in order to discover possible differences in what those children think about the school environment in which they participate. The results showed that those children do not have a real understanding of the school's role, and significant differences were observed regarding the researched schools environment, specifically in terms of the reasons pointed by the research participants when they were asked to justify the existence of a school and to set which would be the main aspects of a good and a bad school. Thus, the children who were included in the traditional context considered that the existence of a school is connected with material aspects only, on the other hand, those who were included in the socio-moral constructivist context considered the need of other factors, such as people. The children involved in the constructive environment have also elected subjective aspects that, from their points of view, were related to what they considered appropriate behavior for the characterization of a good school, which did not occur with students from the traditional environment.
dc.language	Portuguese
dc.publisher	Faculdade de Educação da Universidade Federal de Minas Gerais
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982010000100008
dc.relation	https://doaj.org/toc/0102-4698
dc.relation	https://doaj.org/toc/1982-6621
dc.rights	CC BY-NC
dc.source	Educação em Revista, Vol 26, Iss 1, Pp 157-184 (2010)
dc.subject	Conhecimento Social
dc.subject	Ambientes Educativos
dc.subject	Ideias sobre Escola
dc.subject	Social Knowledge
dc.subject	Educational Settings
dc.subject	Ideas about School
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Ambientes educativos e conhecimento social: um estudo sobre as representações de escola Educative environments and social knowledge: a study regarding representations about school
dc.type	article