Os recursos didáticos e pedagógicos utilizados nos processos de ensino e aprendizagem nos anos finais do Ensino Fundamental da Escola Estadual “Gente Nossa” em Minas Gerais

Abstract

The present work was developed in the Master's Degree in Public Education Management and Assessment at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora. The management case sought to understand how teachers in the Final Years of Elementary School have used teaching and pedagogical resources in the teaching and learning processes at E. E. “Gente Nossa”. To this end, the research question was defined as: how have teachers used teaching and pedagogical resources at E. E. “Gente Nossa”? Based on such questioning, the general objective of this work was to understand the use of didactic and pedagogical resources used in the teaching and learning processes in the Final Years of Elementary School and to propose new strategies for the school in order to lead teachers to reflect on the practices they developed. As specific objectives, we sought to describe the methodological teaching and learning strategies used by teachers in the Final Years of Elementary School at this school; identify and understand how teachers and Basic Education Specialists (EEBs) plan teaching and learning processes: situation, conditions, frequency, chosen instruments, implementation, monitoring and evaluation and, finally, discuss new strategies for pedagogical planning to be implemented and coordinated by pedagogical and school management. The qualitative methodology adopted initially uses documentary surveys at the school and semi-structured interviews with the director and EEBs as data production instruments. This stage of research was theoretically guided by: Lück (2009), Libâneo (1996), Pilleti (2000), Pais (2000), Sacristán (2000), Eiterer (2020), Manfredi (1993), Libâneo; Alves (2012), Roldão e Almeida (2018), Barroso (1996), Furtado (2015), Silva Jr. (2015), Vasconcelos (2009), Veiga (2002), Huberman (1989) and Bittencourt (1997). In a second step, a questionnaire was administered to the teachers and an interview with the vice-principal. In the researched institution, the predominance of the use of textbooks and the classroom as didactic and pedagogical strategies was observed, reflecting the lack of diversification of resources and school spaces and the lack of understanding on the part of the management team in carrying out consistent and effective curriculum management and pedagogical management. Based on the data generated, an Educational Action Plan was drawn up that proposes measures to mitigate the problems identified. The suggested actions aim at new strategies for reflection on pedagogical practices that can collaborate with professionals who work at the school and are aligned with: continued training for EEBs, review of teachers' lesson plans considering the use of didactic and pedagogical resources and guidelines for systematic and systematized monitoring and follow-up of lesson plans and the exercise of teachers' role by pedagogical management.