Complexidade na educação: a pedagogia Maria Peregrina como direcionamento para acesso ao ensino superior

Abstract

To verify if there was an influence of the Pedagogy of Maria Peregrina School in the course choices for enrollment in Higher Education by former students of the institution, manifesting the students' inclination to certain specific intelligences, as well as, to identify the possible initially unforeseen paths that emerged during the accomplishment of the projects and their consequences in the students' school path until they entered college. Methods: Qualitative association study based on the descriptive analysis of data obtained from questionnaires consisting of fourteen direct questions that were sent to the study subjects via e-mail. The research was developed at Escola Maria Peregrina, a non-governmental organization in São José do Rio Preto, SP. The institution has been developing its work from the uniqueness of each student; for this reason, the classes comprises few students. The total number of students who completed high school at the institution was ten. The criteria established to select the students who participated in this research were: to have been regularly enrolled at Escola Maria Peregrina since the beginning of the Final Years of Elementary School, to have fully attended and completed High School at Escola Maria Peregrina, to have entered Higher Education and agree to participate in the study by signing the consent form. The number of students included in the survey was four. Data were examined from the assumptions of the Theory of Multiple Intelligences and Complexity. Results: A significant influence of Project Pedagogy on students' self-knowledge about the themes and areas of their predilection for studies and research was verified. In addition, by making use of the Theory of Multiple Intelligences, they were able to identify their potentialities and more developed intelligences, which guided them in choosing a course to enter Higher Education. The integration of Research Projects to the Theory of Multiple Intelligences, from the perspective of Complexity, contradicts the mechanistic perspectives of cause and effect linked to social, psychological or biophysical determinism, suggesting a paradigm shift to pedagogical science, because, in a system complex, a small change can have significant consequences. The Pedagogy of Maria Peregrina School differs from the educational models of Basic Education that transpose the fragmentation of modern science to its constituent model, as it promotes the integration of disciplines and avoids the fragmentation of the school environment in grades, age groups and classrooms, elements that characterize traditional education. Conclusions: The Pedagogy of Maria Peregrina school allowed students to scientifically rely on their vocational tendencies to choose according to what they would study. Therefore, it can be said that it can improve the existential development of students/individuals. Also to the solution of community and social problems, as it helps to solve a common issue that accounts the majority of Brazilian students These students from an early age are pressured to discern their educational and professional future, but do not have the necessary self-knowledge to choose this appropriately and do not find courses in higher education that scan uit their preferences.