Aprendizagem cooperativa em sala de aula na EEEP Alan Pinho Tabosa-CE e sua relação com uma cultura de paz, sob a ótica das juventudes

Abstract

The objectivy of this study was to analyze the relationship between Cooperative Learning (CL) (JOHNSON and JOHNSON) methodology and Culture of Peace practices (JARES), (GUIMARÃES), (MATOS), at school, from a youth perspective (DAYRELL and CARRANO), (MATOS). Our place of research was the State School of Professional Education (EEEP) Alan Pinho Tabosa, Pentecoste-Ce. The institution, which was in its sixth year of operation, in the year of the research, 2017, adopts as teaching-learning methodology the Cooperative Learning, based on the influence of the informal education movement of the region, Programa de Educação em Células Cooperativas (PRECE). Since its foundation, the school has developed innovative learning strategies based on the five elements of the CL methodology. In our work, we chose the strategy of methodological transition, Exposition, Individual Task, Collective Goal, Closure and Individual Assessment (ETMFA) (elaborated by the group of teachers and managers of the school, with the objective of providing in the classroom a new form of learning, linking the traditional expository method of classes to the elements of CL strengthening and resignifying learning) to understand how the experience of methodology relates to the principles of a Culture of Peace, when it fosters behaviors such as cooperation and solidarity among students, in addition to developing social skills such as empathy, assertiveness, protagonism and autonomy, transforming school into an emotional space (CASASSUS). From an investigation of quantitative and qualitative character, we were able to analyze the impacts of the methodological proposal on the training of the students. The results demonstrated that, more than just one method, the Cooperative Learning, lived in the school, and its principles function as guiding elements of students' behavior, making them feel sensitized to modify in them socially constructed practices and attitudes such as individuality, competitiveness and violence in new ways of relating through affection, caring for others, a sense of collectivity, a positive experience of conflicts, respect for the individualities, and the students declared that they had acquired more autonomy, self-esteem and security when they position themselves before situations that they experience in general way. We consider that the school, as a space for the integral formation of the subjects of a society, must also invest in strategies and premises that provide the experience of a Culture of Peace.