| dc.description.abstract | Historically, the educational processes in restrictions units of freedom for minors have
numberless problems relating to educational support and reintegration for teenagers, which
varied authors have been expressed the lack of the effective implementation of the Partenereducative measures due do the inappropriate conditions of teaching education, lack of
continued education for the teachers, as well as, the teenagers‟ lack of interest to continue
studying even when released, besides the factories in the social and affective areas. In this
sense, this research aimed to evaluate the aspects of educational processes in a unit of SocioEducational Assistance Foundation, checking the authors social profile, the unit routine,
pedagogical aspects and strategies used in the unit, as well as, the implementation of the
continued education program to the teachers, from the methodology of contextualize and the
problematization, through the Maguerez‟ Arch and lastly, assess whether the implementation
of a interdisciplinary school project based on Uruguay River as a educational contextualize
theme may improve to the educational processes. Thus, the present study is a qualitative and
quantitative research developed in the municipality of Uruguaiana in a school located within a
unit of freedom restriction. The research is based on the teaching contextualize and problem
solving, from the use of the Uruguai River as a theme focues to formal curricular contents of
contextualize. The data analysis obtained in the diagnostic regarded the fragmentation of
knowledge about the thematic broached, educational traditional strategies and less attractive
to the students, besides low school interest. However, the continued education program made
for the teachers demonstrated the acceptance, participation and interest of the group, which
culminated with development and implementation of an educational proposal made by
teachers and applied to the school with actions toward the elementary school. This proposal
was entitled: “Uruguay River, a bed of Stories and Lives”, which was characterised by a class
action strategy, interdisciplinary, contextualized and developed by teachers, who were the
proposal leading players together with adolescents. The project's execution was accompanied
by author's research, who acted as an instigator and facilitator of the process, registering,
analyzing and evaluating the actions. At last, after all development and evaluation of this
study with the results obtained it might have been possible to suggest that the methodology
used allowed to establish a collective production process and a sharing of knowledge which
culminated in the in the teachers professional improvement and internal restructuring of
pedagogical work, stimulating actions and reflections that led to superation of some
difficulties offered from the educational system, reflecting the improvement of the school perfomance indices. | |
