A sala de aula sob o olhar piagetiano: intervenção pedagógica e construção do conhecimento social
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Data
2017-02-17
Autores
Guimarães, Taislene [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Com o objetivo de verificar se um curso de formação continuada, baseada em princípios construtivistas, poderia proporcionar uma reflexão sobre o trabalho de docentes do último ano da Educação Infantil e se ainda possibilitaria alteração no conhecimento que seus alunos estivessem construindo sobre questões relacionadas ao meio ambiente e sobre a construção de estruturas lógico-elementares, realizamos o estudo, com 8 professores (4 pertencentes ao grupo experimental e 4 ao grupo controle) e 57 alunos na faixa etária de 5 anos (compondo também um grupo experimental e um controle). Aos docentes foi aplicada uma bateria de sondagem e um teste situacional em dois momentos: pré e pós-testagem e apenas ao grupo experimental foi oferecido um curso de formação continuada como intervenção entre as duas testagens, além de termos utilizado um roteiro de observação preenchido pela pesquisadora. Os alunos foram submetidos a uma entrevista semiestruturada envolvendo questões relacionadas à água, animais e conceito de meio ambiente e três provas de diagnóstico do pensamento operatório (frutas – classificação; líquido – conservação e bastonetes – seriação) também em dois momentos: pré e pós-teste. Aqueles que compuseram as classes experimentais passaram, entre os dois momentos de testagem, por um projeto de intervenção criado por seus professores e orientado pela pesquisadora que realizou acompanhamentos contínuos nas salas experimentais. Os dados foram analisados segundo características específicas de cada instrumento. Os resultados mostraram que antes da intervenção, os docentes, bem como a organização do ambiente de sala de aula que era responsabilidade deles, apresentaram características de um ensino tradicional e que, após a efetivação do curso e acompanhamento nas escolas, demonstraram avanços positivos principalmente na prática desses profissionais. Da mesma forma, as crianças após a aplicação dos projetos de intervenção, apresentaram mudanças especialmente no que se refere à aquisição das estruturas lógico-elementares. Diante disso, acreditamos que um caminho para a alteração do cenário educacional em nosso país seja o oferecimento constante de formação continuada a professores, de modo que possam ter oportunidades de reflexão sobre o próprio trabalho e seu efeito na busca de uma aprendizagem ampla de seus alunos. Vale ressaltar ainda a importância de que a natureza das formações ultrapasse a reflexão e se insira na sala de aula dos professores, com acompanhamento do trabalho diário e os auxiliando na tomada de decisões e propostas de ação junto aos alunos, de forma colaborativa.
In order to verify if a course of continuing education, based on constructivist principles, could provide a reflection on the work of teachers in the last year of Kindergarten, and if it still would change the knowledge that their students had been building on issues related to the environment and about the building of elementary logic structures, we conducted a study, with 8 teachers (4 belonging to the experimental group and 4 belonging to the control group) and 57 students between the ages of 5 years (a sample of each room, also an experimental group and a control one). The teachers were applied a poll and a situational test in two times: pre and post-testing and only the experimental group was offered a course of continuing education as intervention between the two testings, in addition to having used an observation script filled in by the researcher. The students underwent a semi-structured interview involving issues related to water, animals and environmental concept and three operational thinking diagnostics (fruits – classification; liquid – conservation; and rods- seriation) also in two moments: pre and post-test. Between the two moments of testing, those who made up the experimental classes underwent an intervention project created by their teachers and guided by a researcher who has conducted continuous experimental classrooms accompaniments. Data were analyzed according to specific features of each instrument. The data showed that before the intervention the teachers as well as the organization of classroom environment, which was their responsibility, were traditional teaching oriented and that after the implementation of the course and follow-up in schools, we were able to realize positive advance mainly in the practice of these professionals. Similarly, the children showed positive change after the application of the intervention projects, especially with regard to the acquisition of elementary logic structures. Thus, we believe that to change the educational scenario in our country we need the constant offering of continuing education for teachers, similar to this, so that they can have opportunities to reflect upon their own practices and their effect in the search for a comprehensive learning of their students. It is imperative that the nature of training exceed reflection and be inserted in the classroom, as a daily work follow-up assisting them in decision-making and action proposals along with the students, collaboratively.
In order to verify if a course of continuing education, based on constructivist principles, could provide a reflection on the work of teachers in the last year of Kindergarten, and if it still would change the knowledge that their students had been building on issues related to the environment and about the building of elementary logic structures, we conducted a study, with 8 teachers (4 belonging to the experimental group and 4 belonging to the control group) and 57 students between the ages of 5 years (a sample of each room, also an experimental group and a control one). The teachers were applied a poll and a situational test in two times: pre and post-testing and only the experimental group was offered a course of continuing education as intervention between the two testings, in addition to having used an observation script filled in by the researcher. The students underwent a semi-structured interview involving issues related to water, animals and environmental concept and three operational thinking diagnostics (fruits – classification; liquid – conservation; and rods- seriation) also in two moments: pre and post-test. Between the two moments of testing, those who made up the experimental classes underwent an intervention project created by their teachers and guided by a researcher who has conducted continuous experimental classrooms accompaniments. Data were analyzed according to specific features of each instrument. The data showed that before the intervention the teachers as well as the organization of classroom environment, which was their responsibility, were traditional teaching oriented and that after the implementation of the course and follow-up in schools, we were able to realize positive advance mainly in the practice of these professionals. Similarly, the children showed positive change after the application of the intervention projects, especially with regard to the acquisition of elementary logic structures. Thus, we believe that to change the educational scenario in our country we need the constant offering of continuing education for teachers, similar to this, so that they can have opportunities to reflect upon their own practices and their effect in the search for a comprehensive learning of their students. It is imperative that the nature of training exceed reflection and be inserted in the classroom, as a daily work follow-up assisting them in decision-making and action proposals along with the students, collaboratively.
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Palavras-chave
Intervenção pedagógica, Jean Piaget, Educação infantil, Formação continuada, Conhecimento social, Noções ambientais, Pedagogical intervention, Early childhood education, Continuing education, Social knowledge, Environmental notions