Repertório de ensino docente de alfabetização no primeiro ano do ensino fundamental: um estudo de caso
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2020-03-30
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, realizada à luz da análise do comportamento, apresenta como escopo principal identificar, descrever e analisar quais comportamentos de Ensino de uma docente no primeiro Ano do Ensino Fundamental de nove anos viabilizam o desenvolvimento da alfabetização e da aprendizagem, tendo como base de análise a expectativa de aprendizagem de número 2 (ler ainda que não convencionalmente) da disciplina de Língua Portuguesa, pertencente ao documento: “Expectativas de Aprendizagem para o Primeiro Ano do Ensino Fundamental de nove Anos”, considerando as especificidades presentes nesta etapa de transição. Como foco metodológico utilizou-se de uma estratégia muito empregada no âmbito científico, denominada Estudo de Caso, a qual contemplou visitas e observações in loco, utilização de vídeo-filmagens e informações transcritas em um caderno de campo, em uma escola estadual que atende ao público do primeiro ano do Ensino fundamental na cidade de Bauru. A obtenção bem como análise dos dados foi realizada sob um viés qualitativo, com foco na descrição dos comportamentos emitidos pela docente em relação às respostas apresentadas no repertório dos discentes. Observou-se a partir dos dados coletados que as ações da docente não somente contemplavam as expectativas de aprendizagem do documento, como também iam para além deste. Atividades planejadas, com objetivos claros e delimitados, a flexibilidade e variabilidade comportamental para o ensino foram fatores indispensáveis para o alcance do sucesso escolar dos discentes do primeiro ano do ensino fundamental, considerando todo o contexto de adaptação e especificidades pertencentes a este grupo neste período de transição.
The present study, based on the behavior analysis, presents as its main scope to identify, describe and analyze which teaching behaviors of a teacher in the first year of Elementary School nine years enable the development of literacy and learning, based on the analysis the expectation of learning number 2 (read even if not conventionally) of the Portuguese language subject, which belongs to the document: "Learning Expectations for the First Year of Nine-Year Elementary School"," considering the specificities present at this transitional stage. As a methodological focus, it used a strategy widely used in the scientific field, called Case Study, which included on-the-spot visits and observations, use of video-filming and information transcribed in a field book, in a state school that meets the public of the first year of elementary school in the city of Bauru. The acquisition as well as data analysis was performed under a qualitative bias, focusing on the description of the behaviors emitted by the teacher in relation to the responses presented in the student repertoire. It was observed from the data collected that the actions of the teacher not only contemplated the expectations of learning of the document, but also went beyond this. Planned activities, with clear and limited objectives, the flexibility and behavioral variability for teaching were indispensable factors for the attainment of the educational success of the first year students of elementary school, considering the whole context of adaptation and specificities belonging to this group in this transitional period.
The present study, based on the behavior analysis, presents as its main scope to identify, describe and analyze which teaching behaviors of a teacher in the first year of Elementary School nine years enable the development of literacy and learning, based on the analysis the expectation of learning number 2 (read even if not conventionally) of the Portuguese language subject, which belongs to the document: "Learning Expectations for the First Year of Nine-Year Elementary School"," considering the specificities present at this transitional stage. As a methodological focus, it used a strategy widely used in the scientific field, called Case Study, which included on-the-spot visits and observations, use of video-filming and information transcribed in a field book, in a state school that meets the public of the first year of elementary school in the city of Bauru. The acquisition as well as data analysis was performed under a qualitative bias, focusing on the description of the behaviors emitted by the teacher in relation to the responses presented in the student repertoire. It was observed from the data collected that the actions of the teacher not only contemplated the expectations of learning of the document, but also went beyond this. Planned activities, with clear and limited objectives, the flexibility and behavioral variability for teaching were indispensable factors for the attainment of the educational success of the first year students of elementary school, considering the whole context of adaptation and specificities belonging to this group in this transitional period.
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Repertório de ensino, Primeiro ano, Aprendizagem escolar, Teaching directory, First grade, School learning