O desenvolvimento do sistema de gestão escolar inserido em um ambiente que usa a aprendizagem cooperativa como metodologia de ensino: o "SIGE SCHOLA"

Abstract

In this work we discuss the development of the Schola School Management System (SIGE SCHOLA), showing the environment from its creation to its implementation, as well as the changes undergone in the process. This school monitoring platform was created in the public State School of Professional Education Alan Pinho Tabosa, precursor in the use of Cooperative Learning methodology here in Ceará, by the hands of the developers Airton de Moura Ferreira, Amaro Valentim Silveira do Nascimento, and Helder Henrique Andrade de Sousa. The use of programs for school management has been an unexplored topic as a subject of educational research, and this is a new possibility. The SIGE SCHOLA system came out spontaneously, as a proposal to deal with problems related to the management of related indices, notes and information that appeared in school. Due to the school dynamics, many updates and implementations have been made and continue to happen. Aiming for a better adaptation of the system to the reality of the school and the teachers we did a satisfaction survey that is analyzed in this work. In the survey it is found questions where the respondent had to give a score between 1 to 5, in integers numbers, thus expressing their opinion about the system. A digital form has been created to facilitate the user participation. The analysis of the data was done after the graphs were drawn up in columns that show the quantity and percentage of those who voted in each value. A chart was generated for each question on the form. The theoretical basis of the SIGE SCHOLA goes through several psychology books, articles of education, great names of education by stimulus, such as Skiner, for example, showing that feedback is a powerful motivator that can stimulate student learning. In view of this, this platform was designed in order to make the goal of universalization and optimization of feedback more feasible. We found a great acceptance by teachers. This corroborates with the idea that this system was actually done by teachers for teachers.