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Senior Students

In: People

Submitted By baeta
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E: e não deu certo por que?

P: Porque o calendário foi muito arrochado, tinha muito feriado no meio, e a gente tem q passar nosso conteúdo entendeu? Entao, igual nas minhas aulas, teve dois feriados na terça e eu dou aula na segunda que emendou junto com a terça e teve uns dois ou três feriados na quinta e eu dou aula na quinta, então eu, pelo menos, fiquei com o calendário muito apertado pra passar todo o conteúdo e essa questão da greve, eles apressaram a gente pra poder semestre para eles não perderem, porque na outra greve q teve eles perderam o semestre, então para não ficar injusto para eles e para eles não perderem o semestre, fizeram a gente fechar as notas antes, então ficou muito apertado para trabalhar esses temas, mas eu creio que semestre que vem eu acho que a gente consegue, porque tem menos feriados durante a semana e é uma questão que a gente tem q reunir todo mundo e a questão é ter a disponibilidade de todo mundo para poder reunir e planejar isso, mas o apoio pedagógico ajuda a gente demais quanto a isso e tem um pessoal da sociologia fazendo um projeto La também e vai mais pra esse lado das demandas sociais, então não está largado, não é porque não teve tempo, mas está tendo projetos dessas áreas, então a gente ta tentando trabalhar com isso, mas não todo mundo junto ainda, não nessa questão interdisciplinar, ainda não.

E: E um outro principio também é a questão do trabalho, na educação de jovens e adultos o tema trabalho é importante, até você mesmo falou que uma parte destes educandos, mesmo os mais jovens, são trabalhadores, nem que seja na economia informal, como é dar aula de ciências considerando essa dimensão, que a nossa formação como aluno da escola e a sua própria formação pedagógica vai trazer essa discuçao, como você vê isso? Como vc enfrenta isso? Essa questão aparece?

P: Muito, aparece muito.

E: Aparece como então?

P: Eu tenho muita dificuldade porque minhas aulas são as primeiras então sempre tem algum aluno que atrasa, e tem essa questão de que estava trabalhando, então a gente tem q ser muito maleável quanto a isso, porque, como a Cleuza mesmo fala, teoricamente é a ultima oportunidade do aluno ali, muitos deles né? Principalmente os mais jovens que foram expulsos de outros colégios então talvez ali esteja a ultima chance deles de formar e continuar na educação. Então a gente tem que ser muito maleável quanto a isso, mas ai a gente cobra também né? Tem atestado? Ou alguma justificativa do seu trabalho? A gente tenta compreender muito, porque a gente sabe que é difícil e igual no meu caso, eu lido muito assim, eu não passo prova, não dou prova e eu não dou trabalho pra fazer em casa, muito raro eu dar trabalho pra fazer em casa, porque eu sei que prova eles não vão ter tempo de estudar porque muitos deles trabalhão o dia inteiro e trabalho em casa a mesma coisa, eles não vão ter tempo de fazer, então eu sempre passo trabalhos em sala, por mais assim, eu dei o texto hoje para eles fazerem o trabalho e na próxima aula eles vão apresentar o trabalho, mas dentro da sala de aula, porque eu entendo essa questão de trabalho deles e muitos estudam de manha e de tarde também, fazem cursos separados, então eu pelo menos tento compreender muito eles em questão de trabalho, não passo muito pra casa, tento fazer mais dentro de sala, porque na minha primeira turma no meu primeiro dia o pessoal perguntou, você vai dar prova? Eu falei: não, porque eu sei q vocês trabalham e eu só passo trabalho dentro de sala. E eu também tenho a visão de que também prova não mede conhecimento de ninguém, então eu fico mais voltado pro trabalho mesmo, essa questão da compreensão isso ai a gente é meio que forçado a entender, eu agora já entendo naturalmente e a própria coordenação atua muito em cima disso entendeu? Eles mandam e-mail, por exemplo, tem muito aluno de exercito, o aluno tal vai faltar um mês por conta do exercito, ai a gente tem que passar atividades pra ele ou por email ou repor essa atividade depois, então é mais compreensível essa questão do trabalho.

E: Essa dimensão é muito importante né? Considerar o trabalho, na possibilidade de estudos, mas assim pra pensar também na hora que você escolhe os conteúdos. Então por exemplo, esse sujeito tem uma vivencia no mundo do trabalho, ele trabalha numa industria ou num comercio, em serviços ou economia informal, isso aparece na hora de você escolher conteúdos ou não?

P: Aparece, mas aparece muito mais, por exemplo, eu tenho um aluno que trabalha num mercado, ai quando eu dei transgênicos ele falou que trabalhava com frutas e demora muito pra estragar, será que isso tem a ver? Entao eles trazem muito também essa vivencia do trabalho, muito assim não falam, não falam no que que trabalham, mas os poucos que falam eles trazem sim esse conteúdo e muitas vezes pode ate gerar uma demanda também pra aula também.

E: Você lembra de algum exemplo? Você falou desse do mercado e das frutas.

P: Não, é porque eu não tive casos assim da pessoa trazer oq q ela vive no trabalho dela e isso virar um tema, entendeu? Talvez dentro do tema que eu propus pra eles, por exemplo o caso da mulher que teve que tomar vacina, igual no caso desse cara também que ele trabalha com fruta todo dia e ele vê que muitas estragam rápido e outras não, então isso foi uma coisa dentro da minha proposta.

E: E ele fez essa relação nè? Então quanto você diz desses temas que eles trazem, esses temas não estão muito relacionados ao trabalho, mas estão mais relacionados a aula.

P: Pode estar, pode não estar, porque tem gente que trabalha num hospital por exemplo, eu tenho uma aluna que trabalha como cuidadora de idosos, então as vezes questão de grupos sanguíneos, se a pessoal tem tal grupo eu posso doar pra ela, ela pensa muito assim. Então é muito mais dentro do tema que eu levo pra eles que tem as relações, não muito eles trazem e eu faço a relação com o tema.

E: Ta, ok. Em relação ao método, quais métodos vc costuma trabalhar nas aulas de ciências? Você falou que trabalha muito com textos, como é que é? Como que você trabalha esses textos? Como é que são os métodos?

P: Geralmente eu peço alguém pra ler, pra também auxiliar na leitura, porque eu tenho alunos também que tem dificuldade de aprendizado de leitura e escrita, então eu geralmente peço pra ler e eu leio em voz alta pra todo mundo. Cada um lê um parágrafo pra todo mundo ai depois eu venho e leio o texto de novo. AI eu começo, o que que vocês acham? O que que vocês entenderam do texto? O que que vocês já viram sobre isso? A la em casa acontece tal coisa, la em casa acontece outra e eu vou e pego isso, esses conhecimentos de vida deles e vou trabalhando o conteúdo ali, discutindo dentro de sala, é mais uma discução mesmo, eu trabalho mais discução, não é muito conteudista assim não, até porque muitas vezes são eles que propõem o tema, então eu não vou la trabalhar, levar aquele tema e falar muito sobre e eles vão so copiando, tem que ter uma discução. O que que te levou a trazer esse tema pra gente? Eu penso muito assim, sabe?

E: Porque você acha que isso é importante?

P: Porque constrói tanto o conhecimento cientifico deles, o conhecimento escolar deles, quanto o conhecimento social deles, acaba influenciando um pouco no conhecimento social deles, essa questão dos transgênicos, por exemplo, eu posso comer tal alimento? Eu posso deixar de comer tal alimento porque ele pode me fazer mal? Então acho que trás muito essa questão da vivencia dele pra sala de aula.

E: Você faz aula pratica?

P: Não tive essa oportunidade ainda, eu queria muito fazer uma de grupos sanguíneos, mas é uma questão muito delicada.

E: Não pode né? Ta na legislação que não pode trabalhar com sangue na sala de aula.

P: Porque seria muito interessante, mas o que eu ia ter de dor de cabeça não iria compensar.

E: Tem perigo de contaminar e essas coisas, mas então, a escola tem um laboratório?

P: Tem, mas eu nunca usei.

E: Ta, mas você falou que já fez aula de campo ne? Levou eles no IFET, você costuma fazer isso? Fez em alguma outra situação?

P: Não, assim teve uma outra oportunidade de levar eles no centro de ciências, só que acabou que por conta de ser final de semestre não deu pra levar eles, mas é um planejamento, começar pelo menos uma vez por semestre levar eles em alguma coisa de questão de centros de ciências ou como foi no IFET pra ver os cursos técnicos.

E: Ou na biologia, mas e você falou que também faz seminários, que eles fazem seminários.

P: Sim, ai é bem produtivo, porque ta valendo nota ai eles correm atrás pra fazer e acaba dando certo.

E: E você faz com que eles façam pesquisas?

P: Algumas vezes sim, mas eu evito porque pesquisa eles vão ter que pesquisar na internet ai muitos deles não tem acesso à internet em casa, ai eu prefiro trazer o conteúdo e se eles quiserem trazer coisas a mais ai é com eles, por exemplo no seminário transgênicos teve gente, esse semestre foi o que mais me surpreendeu, que trouxe coisas, eles trouxeram coisas a mais e isso me surpreendeu muito.

E: Bacana, e (53:40)

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