A construção do saber sobre a utilização de objetos no ensino brasileiro
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Data
2009-02-19
Autores
Fiscarelli, Rosilene Batista de Oliveira [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa pretendeu discutir a formação de modos de pensamento sobre os objetos no ensino brasileiro, de maneira a compreender em quais circunstâncias são formados e a partir de quais relações a existência dos mesmos se apóia. Assim, apoiado nos estudos de Michel Focault sobre análise do discurso e formação de pensamento, este trabalho teve como objetivo central conhecer quais dispositivos e estratégias o discurso sobre a importância da utilização de objetos no ensino brasileiro tem utilizado para se legitimar e colocar esses objetos em um lugar de destaque no ideário pedagógico, particularmente nas décadas de 1960 e 1970, época na qual intensificou-se a criação de discursos sobre a utilização de objetos no ensino, no âmbito do desenvolvimento do movimento de tecnologia educacional no Brasil. Salientado a formação de sujeitos educacionais no interior do discurso, o presente trabalho também buscou conhecer quais regras e normas os professores estavam submetidos, em relação à utilização de objetos no processo de ensino e aprendizagem, e quais as estratégias e dispositivos o discurso utilizou-se na tentativa de produzir determinados efeitos de poder sobre a prática docente. Neste intuito, analisamos textos referentes à utilização de objetos no ensino, bem como aqueles que discutiam o movimento de tecnologia educacional no Brasil, existentes em dois periódicos publicados nas décadas de 1960 e 1970, Audiovisual em Revista e Revista Tecnologia Educacional. Os resultados encontrados nos levam a concluir que a aparente neutralidade das teorias que estruturam a utilização de objetos nesse processo, bem como o status científico recebido pelas mesmas; o destaque das vantagens e potencialidades de cada objeto; a criação de necessidades e problemas educacionais; a relação que se estabelece entre educação e formação de uma sociedade progressista...
This research wants discuss the formation of ways of thinking about the learning objects in Brazilian schools, seeking understand the circumstances it was formed and relationships which enable its existence. Thus, supported by studies about discourse of Michel Foucault, the central goal of this work is analyse how the discursive devices and strategies about the importance of the use of objects in the Brazilian education was legitimized and placed in prominence in the educational ideals, particularly in the 1960s and 1970s, a period in which stepped up the creation of discourses about objects uses in education, in the development of the movement of educational technology in Brazil. Emphasizing the creation of subjects in the educational discourse, in this work also want know what rules and patterns drive the relation of uses of objects into the process of teaching and learning, and what strategies and devices of discourse was used to produce certain effects of power on the teaching practice. To this, we analyzed texts concerning the use of objects in education as well as those who discussed the movement of educational technology in Brazil, available in two journals published in the 1960s and 1970, Audiovisual em Revista e Revista Tecnologia Educacional. The results of this research lead us to conclude that: the apparent neutrality of the theories which frame the use of objects in the educational process; and the scientific status received by them; the highlight of the advantages and potential of each object; the creation of educational needs and educational problems; the relationship established between education and training for a progressive society; the creation of strategies that lead teachers to accept the discourse about the innovative use of objects in the classroom, as self-regulate action; were strategies to discourse creation and arguments to legitimate the importance... (Complete abstract click electronic access below)
This research wants discuss the formation of ways of thinking about the learning objects in Brazilian schools, seeking understand the circumstances it was formed and relationships which enable its existence. Thus, supported by studies about discourse of Michel Foucault, the central goal of this work is analyse how the discursive devices and strategies about the importance of the use of objects in the Brazilian education was legitimized and placed in prominence in the educational ideals, particularly in the 1960s and 1970s, a period in which stepped up the creation of discourses about objects uses in education, in the development of the movement of educational technology in Brazil. Emphasizing the creation of subjects in the educational discourse, in this work also want know what rules and patterns drive the relation of uses of objects into the process of teaching and learning, and what strategies and devices of discourse was used to produce certain effects of power on the teaching practice. To this, we analyzed texts concerning the use of objects in education as well as those who discussed the movement of educational technology in Brazil, available in two journals published in the 1960s and 1970, Audiovisual em Revista e Revista Tecnologia Educacional. The results of this research lead us to conclude that: the apparent neutrality of the theories which frame the use of objects in the educational process; and the scientific status received by them; the highlight of the advantages and potential of each object; the creation of educational needs and educational problems; the relationship established between education and training for a progressive society; the creation of strategies that lead teachers to accept the discourse about the innovative use of objects in the classroom, as self-regulate action; were strategies to discourse creation and arguments to legitimate the importance... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação - Brasil, Ensino, Análise do discurso, Discursive practices, knowledge
Como citar
FISCARELLI, Rosilene Batista de Oliveira. A construção do saber sobre a utilização de objetos no ensino brasileiro. 2009. 171 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2009.