Ensinar é jogar: o jogo pedagógico e a atividade docente
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Data
2020-10-23
Autores
Cavalari-Lotti, Ana Luisa Feiteiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho focaliza a interação, que ocorre na sala de aula, estabelecendo-a como jogo pedagógico que se configura, entre professores e alunos/estudantes, na atividade de ensino e no seu papel para a formação docente. Pontua-se que, diante de novas compreensões, que conferem centralidade à temática das interações humanas, a relação entre o aluno e o professor passa a receber crescente atenção por parte das investigações educacionais. Salientamos, ainda, que partimos do pressuposto de que falar é uma forma de ação, já que falamos não apenas com o uso de nosso aparelho vocal, torna-se, assim, primordial a compreensão de que agimos na interação com o outro e para o outro. Logo, a interação a que nos referimos é multimodal – que ocorre por multimodos e, portanto, corporeada, posto que usa todo o corpo para sua expressão. Nesse sentido, o tema é explorado por meio de uma pesquisa que buscou identificar e caracterizar elementos constitutivos desse jogo, a saber: os papéis, as máscaras, as regras, os cenários e o foco. Além de, mais especificamente, no que se refere à constituição do papel docente e a sua profissionalidade. Os dados da investigação foram reunidos por intermédio de entrevistas, com duas professoras da Educação Básica, sendo uma de Física, do primeiro ano do Ensino Médio e outra de Geografia, do sexto ano do Ensino Fundamental, de escolas localizadas no interior do Estado de São Paulo. Somam-se a essas, observações sistemáticas realizadas em suas aulas. No tange à fundamentação teórica, o trabalho ancora-se em uma concepção multidisciplinar da interação, principalmente das áreas da educação e da Linguística; e do jogo, explorada a partir referenciais da Filosofia, da Sociologia e da História. Objetiva-se, dessa forma, compreender melhor a ação docente e, particularmente, o ensino; tendo em vista contribuir para delimitação dos saberes profissionais, dos processos de formação e de profissionalização dos professores.
This paper focuses on the interaction which occurs in the classroom establishing it as a pedagogical game that is configured, between teachers and students, in the teaching activity and the role it plays in teacher training. It is pointed out that, in view of new understandings, which give centrality to the theme of human interactions, the relationship between the student and the teacher starts to receive increasing attention on the part of educational investigations. We also emphasize that we start from the assumption that speaking is a form of action, since we speak not only with the use of our vocal apparatus, it is thus essential to understand that we act in interaction with the other and for the other. Therefore, the interaction we are referring to is multimodal and, therefore, embodied, since it uses the whole body for its expression. In this sense, the theme is explored through research that sought to identify and characterize the constituent elements of this game, namely: the roles, the masks, the rules, the scenarios and the focus. In addition, more specifically, with regard to the constitution of the teaching role and its professionalism. The research data were gathered through interviews, with two Basic Education teachers, one from Physics, from the first year of High School and the other from Geography, from the sixth year of Elementary School, from schools located in the interior of the São Paulo’ State To the interviews were added systematic observations, carried out in their classes The themes were studied based on references from Philosophy, Sociology and History. In this way, the objective is to better understand the teaching action and, particularly, teaching; with a view to contributing to the delimitation of professional knowledge, teacher training and professionalization processes.
This paper focuses on the interaction which occurs in the classroom establishing it as a pedagogical game that is configured, between teachers and students, in the teaching activity and the role it plays in teacher training. It is pointed out that, in view of new understandings, which give centrality to the theme of human interactions, the relationship between the student and the teacher starts to receive increasing attention on the part of educational investigations. We also emphasize that we start from the assumption that speaking is a form of action, since we speak not only with the use of our vocal apparatus, it is thus essential to understand that we act in interaction with the other and for the other. Therefore, the interaction we are referring to is multimodal and, therefore, embodied, since it uses the whole body for its expression. In this sense, the theme is explored through research that sought to identify and characterize the constituent elements of this game, namely: the roles, the masks, the rules, the scenarios and the focus. In addition, more specifically, with regard to the constitution of the teaching role and its professionalism. The research data were gathered through interviews, with two Basic Education teachers, one from Physics, from the first year of High School and the other from Geography, from the sixth year of Elementary School, from schools located in the interior of the São Paulo’ State To the interviews were added systematic observations, carried out in their classes The themes were studied based on references from Philosophy, Sociology and History. In this way, the objective is to better understand the teaching action and, particularly, teaching; with a view to contributing to the delimitation of professional knowledge, teacher training and professionalization processes.
Descrição
Palavras-chave
Jogo pedagógico, Relação pedagógica, Interação, Ensino, Formação docente, Pedagogical game, Pedagogical relationship, Interaction, Teaching, Teacher training