Projeto Alumbrar: ferramenta para correção de fluxo escolar com ênfase nos princípios da economia solidária.

Abstract

One of the major concerns in education area has been low teaching-learning relationship. With this, some tools have been used in the classroom to increase learning efficiency of students. Telessala methodology bets on technology of video lessons to make feasible completion of basic education. Therefore, present work aimed to analyze possible use of this methodology in teaching of Solidarity Economy in a group of Alumbrar project, of final years of Elementary School, in a state school, in municipality of Sumé-PB. This project aims to promote correction of school flow of students aged 13 to 17 years. In order to reach objective of research, it was sought to identify relationship between Telessala methodology and teaching of Solidary Economy, based on its characteristics, also present on pedagogical practice of Alumbrar project. For that, it was used bibliographical and field research, and a qualitative method. For data collection, a semi-structured questionnaire was used, which was applied to students and to teacher of referred group. According to the analysis of data, it was concluded that project developed from perspective of Telessala methodology brought numerous contributions to formation of students, since there was progress in both personal and social as well as educational area. Thus, it was observed that methodology used in project is feasible for teaching of Solidary Economy, since it provides an alternative for insertion in the world of work, as well as strengthening of perception of citizenship by students.