Análise da atividade-guia da criança na primeira infância: contribuições da Psicologia Histórico-Cultural para a avaliação do desenvolvimento infantil dentro de instituições de ensino
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Data
2016-07-29
Autores
Magalhães, Giselle Modé [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Tomando como ponto de partida o modelo formal de educação defendido pela Pedagogia Histórico-Crítica, o qual objetiva a organização da vida para além do cotidiano e busca promover o desenvolvimento dos indivíduos em suas máximas possibilidades a cada etapa vivida, trouxemos nessa pesquisa as contribuições do Materialismo Histórico-Dialético e da Psicologia Histórico-Cultural para a avaliação do desenvolvimento realizada cotidianamente pelo professor de Educação Infantil, uma vez que cabe ao mesmo promover tal desenvolvimento. Elencamos a atividade-guia como unidade de análise por compreendermos que a mesma carrega em si a tríade desenvolvimento-aprendizagem-ensino, unidade que permitiu a compreensão do processo de desenvolvimento da criança na Primeira Infância em suas múltiplas determinações, pois o ensino e os processos de aprendizagem se ocultam ao desenvolvimento aparente da criança. Dessa forma, após a apresentação teórica dos principais elementos do Método Materialista Histórico-Dialético e da Teoria Histórico-Cultural, realizamos um modelo de análise do desenvolvimento da atividade-guia de uma criança na Primeira Infância. Nele, destacamos inicialmente o desenvolvimento da criança e depois os processos de aprendizagem e ensino que são a essência de tal desenvolvimento. Para análise do desenvolvimento da criança, utilizamos a metodologia realizada em nossa dissertação, que utiliza a filmagem como recurso para coleta de dados. As imagens foram transcritas e codificadas em forma de episódios comportamentais, que são sequências de operações referentes a uma mesma ação da criança. A partir dos episódios comportamentais, elencamos as categorias de análise, que tiveram como critério a junção de ações que incidem predominantemente sobre semelhantes processos psíquicos no desenvolvimento global da criança, e que nos permitiram uma análise concreta do desenvolvimento de nosso sujeito de pesquisa. Para analisar os processos de aprendizagem e ensino, sistematizamos todas as atividades pedagógicas desenvolvidas pela professora ao longo da coleta de dados e avaliamos em qual processo psíquico cada atividade estava incidindo, assim como pudemos compreender os conteúdos operacionais e teóricos que mediaram as ações da professora, e também a qualidade do conceito, se espontâneo ou científico, que mediou os conteúdos teóricos. Não foi possível analisar se os conteúdos operacionais estavam sendo mediados por conceitos espontâneos ou científicos. Concluímos com este estudo que a Psicologia Histórico-Cultural fornece parâmetros para uma avaliação científica do desenvolvimento humano a serviço de práticas pedagógicas que o promovam e sistematizamos, dentre os princípios do Método, elementos fundamentais para o professor realizar a análise do desenvolvimento das crianças e promover o desenvolvimento infantil em suas máximas expressões: a tríade desenvolvimento-aprendizagem-ensino; as categorias da lógica dialética (totalidade, contradição e movimento); e as categorias de análise elencadas nessa pesquisa como representativas do desenvolvimento global na Primeira Infância.
In this research, we take as a starting point the formal education model supported by Historical-Critical Pedagogy, which aims on promoting development of the individuals to their maximum potential at each stage they experience. We brought the contributions from Historical-Dialectical Materialism and Historical-Cultural Pedagogy to the assessment of the development that is achieved on an everyday basis by the Children’s Education teacher, for he/she is responsible for promoting such development. We chose the guiding activity as the assessment unit because we understand that it carries with it the development-learning-teaching triad, and for this reason it allows for an understanding of children’s development process during Early Childhood in its multiple determinations, considering that the teaching and learning processes cannot be seen clearly during children’s apparent development. Thus, after the theoretical presentation of the main elements of the Materialistic-Historical-Dialectical Method and the Historical-Cultural Theory, we performed an assessment model of the development of the guiding activity of a child during Early Childhood, in which we initially highlight the child’s development, then the teaching and learning processes which are essential to that development. In order to assess the child’s development, we made use of the same methodology employed in our dissertation, which consists of using filming as a data collection resource. The images were transcribed and codified as behavioral episodes, which consist of sequences of operations which refer to one same action of the child. From the behavioral episodes, we listed the assessment categories, the criteria for which were the combination of actions which predominantly involve similar psychological processes from the child’s overall development and which allowed us to perform a concrete assessment of the development of our research subject. In order to analyze the teaching and learning processes, we systematized all the educational activities developed by the teacher throughout the data collection process, as well as the quality of the concept, if spontaneous or scientific, then we assessed in which psychological process each activity involved; thus, we could understand the operational and theoretical concepts which guided the teacher’s actions, as well as the quality of the concept, if spontaneous or scientific, that guided the theoretical contents. It was not possible to examine whether the operational contents was guided by spontaneous or scientific concepts. In this study, we concluded that Historical-Cultural Theory provides parameters for a scientific assessment of human development at the service of educational practices which might promote it; we also summarized, among the Method’s principles, key elements for teachers to assess children’s development and promote children’s development in its main forms of expression, which consist of: the development-learning-teaching triad,; the categories of dialectical logic – totality, contradiction and movement – and the assessment categories mentioned in this research as representing overall development during Early Childhood.
In this research, we take as a starting point the formal education model supported by Historical-Critical Pedagogy, which aims on promoting development of the individuals to their maximum potential at each stage they experience. We brought the contributions from Historical-Dialectical Materialism and Historical-Cultural Pedagogy to the assessment of the development that is achieved on an everyday basis by the Children’s Education teacher, for he/she is responsible for promoting such development. We chose the guiding activity as the assessment unit because we understand that it carries with it the development-learning-teaching triad, and for this reason it allows for an understanding of children’s development process during Early Childhood in its multiple determinations, considering that the teaching and learning processes cannot be seen clearly during children’s apparent development. Thus, after the theoretical presentation of the main elements of the Materialistic-Historical-Dialectical Method and the Historical-Cultural Theory, we performed an assessment model of the development of the guiding activity of a child during Early Childhood, in which we initially highlight the child’s development, then the teaching and learning processes which are essential to that development. In order to assess the child’s development, we made use of the same methodology employed in our dissertation, which consists of using filming as a data collection resource. The images were transcribed and codified as behavioral episodes, which consist of sequences of operations which refer to one same action of the child. From the behavioral episodes, we listed the assessment categories, the criteria for which were the combination of actions which predominantly involve similar psychological processes from the child’s overall development and which allowed us to perform a concrete assessment of the development of our research subject. In order to analyze the teaching and learning processes, we systematized all the educational activities developed by the teacher throughout the data collection process, as well as the quality of the concept, if spontaneous or scientific, then we assessed in which psychological process each activity involved; thus, we could understand the operational and theoretical concepts which guided the teacher’s actions, as well as the quality of the concept, if spontaneous or scientific, that guided the theoretical contents. It was not possible to examine whether the operational contents was guided by spontaneous or scientific concepts. In this study, we concluded that Historical-Cultural Theory provides parameters for a scientific assessment of human development at the service of educational practices which might promote it; we also summarized, among the Method’s principles, key elements for teachers to assess children’s development and promote children’s development in its main forms of expression, which consist of: the development-learning-teaching triad,; the categories of dialectical logic – totality, contradiction and movement – and the assessment categories mentioned in this research as representing overall development during Early Childhood.
Descrição
Palavras-chave
Psicologia Histórico-Cultural, Materialismo Histórico-Dialético, Desenvolvimento, Aprendizagem, Ensino, Historical-Dialectical Materialism, Historical-Cultural Psychology, Development, Learning, Teaching