A metodologia de projetos por eixos de interesse: impactos nos processos de ensino na aprendizagem, na autonomia e na formação cidadã dos sujeitos-aprendizes

Abstract

Essential elements for the development of more inclusive and democratic pedagogical practices at the expense of so many homogenizing and excluding ones at school was what this research set out to investigate, with the aim of deconstructing the belief of the ideal student, or even of homogeneity of (pseudo) need for 'normalization' – as if a single and universal model of the human being was, in fact, possible. In order to reach

this objective the research observed and analyzed the school results of the subject- apprentices of Lumiar School in Santo Antônio do Pinhal - SP, when exposed to the

methodology of projects by axes of interest, with a view to a possible proposal of referral to the Public School. To this end, the work related the foundations that support the pedagogical actions developed in this school with the statements of the pedagogical team, the statements of the subject-apprentices and the observations made in the field; observed whether these actions are related to the assumptions on which the methodology by projects from the potential of the axes of interest is based, and analyzed, by the observed results, which pedagogical actions practiced in the school can contribute for the improvement of teaching in the Public School. The theoretical contributions were based on the works of Makarenko (2012), Santos de Morais (1986), Freire (1967, 1998, 2013, 2014, 2015, 2017), Ferrarezi Júnior (2014), Singer (2010, 2016), Orrú (2016, 2019), and also in some conceptions of Tôrres (2009, 2017, 2018), as we understand that they could bring relevant contributions to this work. The methodology was configured as a qualitative approach, based on a theoretical and

documental study, as well as an empirical research in the school with the subject- apprentices from 7 to 14 years old, the teachers and the pedagogical staff. Individual

interviews and conversation circles were configured as methodological instruments, beyond self-completion instrument; local observation and field diary. With this research, we observed and analyzed the school results of the subjects-learners of the school when exposed to the methodology of projects by axes of interest, with a view to a possible proposal of referral to the Public School; we made a relationship between the foundations that support the pedagogical actions developed at Escola Lumiar and the statements of the pedagogical staff, the statements of the subject-apprentices and the observations made in the field. We verified that these actions are related to the

theoretical-methodological assumptions on which the methodology on projects from the potentiality of the axes of interest is based and, finally, we analyzed, through the observed results, which pedagogical actions practiced in the school can contribute to the improvement of teaching at Public Schools, aiming the formation and development of subject-apprentices in a holistic and integral way, and not exclusively for rankings on the behalf of future entrance exams.