Trabalho docente e problematização da prática pedagógica à luz da Teoria Histórico-Cultural
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Data
2013-02-28
Autores
Santana, Maria Silvia Rosa [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A atividade, para a perspectiva Histórico-Cultural e a Teoria da Atividade, torna-se a promotora da práxis, uma vez que, por meio dela, se consolida a apropriação da cultura e se permite a objetivação do sujeito na cultura. Tendo a atividade como referência, a pesquisa aqui relatada tem por objetivo principal comprovar que a prática docente intencionalmente organizada nos moldes da atividade envolvente, com base problematizadora, é capaz de efetivar uma educação com os princípios da educação desenvolvente, que prime pelo desenvolvimento do pensamento teórico, promovendo um outro nível de consciência nos alunos. Para tanto, buscou-se compreender como as condições concretas da realidade escolar em que se desenvolveu a pesquisa viabilizam a constituição do trabalho docente e verificar em que medida os estudos teóricos possibilitam o desenvolvimento de uma prática pedagógica diferenciada, calcada na perspectiva da Educação Desenvolvente. Por meio do aprofundamento teórico acerca dessas categorias e do estabelecimento do conceito de problematização dos conteúdos escolares para a referida teoria, considerou-se tanto a atividade quanto a problematização como promotores do desenvolvimento das funções psíquicas superiores, especificamente da formação do pensamento teórico. Com base metodológica qualitativa, a pesquisa de campo, desenvolvida por meio da pesquisa-ação entre os anos de 2010 e meados de 2012, ocorreu em uma escola estadual do município de Paranaíba/MS, onde foi constituído um grupo de professoras e coordenadoras das séries iniciais do Ensino Fundamental, com encontros quinzenais para estudos teóricos sobre a abordagem Histórico-Cultural e planejamento de atividades problematizadoras, com o intuito de verificar, no contexto de sala de aula, a construção coletiva de uma prática pedagógica que...
Activity, from the Historical-Cultural point of view and the Theory of Activity, becomes the promoter of praxis, since, by means of it, one consolidates the appropriation of culture and gives way to the objectification of the subject in culture. Having activity as reference, this research was carried out to verify mainly that the teaching practice intentionally organized in the moulds of the involving activity, based on problem solving, is capable of accomplishing an education with the principles of the developmental education, which distinguishes itself by the development of the theoretical thought, providing another level of awareness for the students. Therefore, one tried to understand how the concrete conditions of the school reality in which the research was developed made the constitution of the teaching work feasible and verify to what extent the theoretical studies give way to the development of a differentiated pedagogical practice, based on the perspective of Developmental Education. By means of the theoretical probing for those categories and the establishment of the problem solving concept of school contents for the theory at issue, one took into account both the activity and the problem solving as promoters of the development of higher psychic functions, specifically of the formation of the theoretical thought. Based on a qualitative approach, the field research, developed by means of the research-action from 2010 to the middle 2012, took place in a public school of Paranaíba/MS, where a group of teachers and coordinators at the level of Grade/Junior high school was organized, holding fortnightly meetings to carry out theoretical studies on the Historical-Cultural approach and the planning of problem solving activities, aiming at verifying, within the classroom, the collective organization of... (Complete abstract click electronic access below)
Activity, from the Historical-Cultural point of view and the Theory of Activity, becomes the promoter of praxis, since, by means of it, one consolidates the appropriation of culture and gives way to the objectification of the subject in culture. Having activity as reference, this research was carried out to verify mainly that the teaching practice intentionally organized in the moulds of the involving activity, based on problem solving, is capable of accomplishing an education with the principles of the developmental education, which distinguishes itself by the development of the theoretical thought, providing another level of awareness for the students. Therefore, one tried to understand how the concrete conditions of the school reality in which the research was developed made the constitution of the teaching work feasible and verify to what extent the theoretical studies give way to the development of a differentiated pedagogical practice, based on the perspective of Developmental Education. By means of the theoretical probing for those categories and the establishment of the problem solving concept of school contents for the theory at issue, one took into account both the activity and the problem solving as promoters of the development of higher psychic functions, specifically of the formation of the theoretical thought. Based on a qualitative approach, the field research, developed by means of the research-action from 2010 to the middle 2012, took place in a public school of Paranaíba/MS, where a group of teachers and coordinators at the level of Grade/Junior high school was organized, holding fortnightly meetings to carry out theoretical studies on the Historical-Cultural approach and the planning of problem solving activities, aiming at verifying, within the classroom, the collective organization of... (Complete abstract click electronic access below)
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Palavras-chave
Developmental education, Educação, Pratica de ensino, Desenvolvimento cognitivo
Como citar
SANTANA, Maria Silvia Rosa. Trabalho docente e problematização da prática pedagógica à luz da Teoria Histórico-Cultural. 2013. 218 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2013.