A educação contextualizada no processo de escolarização: um estudo sobre as concepções dos educadores do ensino médio da Escola Senador José Gaudêncio.

Abstract

This monograph aims to investigate the conceptions of a group of high school educators from State Senator Joseph School Gaudencio the city of Sierra White-PB around the theme "Education Contextualized" as well as to identify the main obstacles to the insertion of contextualized education in their teaching. For this purpose, we used as a method and procedure of a descriptive qualitative research, focusing on the subjects involved in research on semi-structured interviews, questionnaires and participant observation. As a theoretical framework was made use of the following authors: Martins (2006), Lebanon (1990), Freire (1974), Baptista (2003), Ricardo (2003), Brazil (1998), and official documents in the PCNEM (1999), among others. Analysis of the results of the considerations that come there from educators, a clear understanding Contextual Education, as well as in relation to their teaching practices predominate distance from everyday problem situations, focusing on conceptual emphasis. The survey results indicate that the challenge is great to work in context in school, because few educators approach the social background of students in the contents of working hours in the classroom