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Master's Dissertation
DOI
https://doi.org/10.11606/D.81.2009.tde-08052013-140332
Document
Author
Full name
Luciana Faustino Guimarães de López Coelho
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2009
Supervisor
Committee
Villani, Alberto (President)
Mattos, Cristiano Rodrigues de
Valadares, Juarez Melgaço
Title in Portuguese
Grupos de monitoria discente de física: a trajetória de um projeto inovador
Keywords in Portuguese
Grupo de aprendizagem
Grupo operativo
Monitoria discente
Abstract in Portuguese
Numa escola particular da cidade de São Paulo, em 2002, o professor de Física propôs um novo projeto: desenvolver uma monitoria com seus alunos do 1° ano do Ensino Médio. Alguns alunos foram selecionados e convidados a atuarem como monitores de seus colegas de turma na disciplina de Física. Sua função era estar sempre à disposição dos colegas para ajudá-los, coordenar plantões de dúvidas em horários previamente definidos e participar de outras atividades ligadas à monitoria propostas pelo professor ao longo do ano. O grupo, formado pelos monitores e o professor, se encontrava uma vez por semana para discutir assuntos relacionados à monitoria. Nos anos seguintes a experiência foi repetida com novos grupos de alunos, obtendo bons resultados, sendo que os grupos se tornavam criativos e capazes de solucionar problemas. Depois de três anos de sucesso, passamos a acompanhar os grupos nos anos de 2005 e 2006, com turmas do 3° ano do Ensino Médio. Diferente dos anos anteriores, os grupos estavam pouco engajados na tarefa de ajudar os colegas e não enfrentavam os problemas com criatividade. Assim, nos propusemos a investigar o processo de ascensão e declínio do projeto de monitoria identificando as dinâmicas grupais estabelecidas em cada uma das suas cinco edições. Para tanto, utilizamos como referencial teórico a teoria de grupos operativos de Enrique Pichon-Rivière, que leva em conta aspectos subjetivos que permeiam o trabalho coletivo. Nossos dados foram compostos pelo relato do professor referente aos anos que não acompanhamos, e gravações em vídeo dos encontros, entrevistas com os monitores e com o professor e notas de campo dos anos em que estivemos presente nas reuniões de monitoria. Constatamos que fatores como a mudança de contexto do projeto (do primeiro para o terceiro ano do ensino médio), as relações afetivas estabelecidas entre os membros do grupo e o envolvimento da instituição são fatores importantes para a implantação de um projeto inovador no ambiente escolar.
Title in English
Groups of secondary students that act as tutors of their colleagues: the journey of an innovative project
Keywords in English
Learning group
Operative group
Students-tutors
Abstract in English
In 2002, a Physics teacher from a private school in the city of São Paulo proposed a new project: students from the first year of High School acting as tutors of their classmates. Some students were selected and invited to take part in this project by assisting their classmates from the Physics class as if they were their tutors. They were supposed to be always available to help their classmates, coordinate "doubt sessions" in previously defined times and join other activities suggested by the teacher throughout the year. The group, formed by the tutors and the teacher, met once a week to discuss issues related to the project. In the following years, the experience was repeated with new groups of students and it was possible to notice good results, since they became more creative and capable of solving problems. After three successful years, we started observing the groups from 2005 and 2006, with students from the third year of High School. Unlike the previous years, the groups were little engaged in the task of helping the classmates and they didn't face the problems with creativity. That way, we proposed to investigate the process of rising and decline of the project identifying the group activities established in each one of the five editions. For that, we used as a reference, the operative groups' theory of Enrique Pichon-Rivière, which considers the subjective aspects that concern the collective work. Our data came from the report of the teacher about the years we didn't observe, video records of the meetings, interviews with the tutors and with the teacher and notes from the years that we were present during the meetings of the project. We noticed that factors like the change of context of the project (from the first to the third year of High School), the affective relationships established among the members of the group and the engagement of the institutions are important to the establishment of an innovative project in the school environment.
 
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Publishing Date
2013-05-16
 
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