Uma sequência didática utilizando as pedagogias críticas: questão da fome e dos movimentos sociais
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Data
2023-04-13
Autores
Inácio, Diego Denobi
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A atividade de ensino e de aprendizagem produzidas em sala de aula é o momento em que se busca nas escolas desenvolver o processo de aprender e organizar os conhecimentos científicos. Tendo em vista a realidade histórica em que vivemos no Brasil – o avanço do neoliberalismo e o seu compromisso com o desmonte do serviço público e de qualidade – um ensino de Sociologia organizado para a assumir o caráter de uma técnica racional de consciência, explicação das condições de existência e do curso dos eventos histórico-sociais, se faz necessário. Em vista disso, a presente pesquisa desenvolveu a produção de uma sequência didática que trabalhou com o conceito sociológico de movimentos sociais, em específico a atuação do Movimento dos Trabalhadores Rurais Sem Terra (MST), com os alunos do Ensino Médio de uma escola pública estadual no município de Carlópolis. A escolha do conceito ocorreu em razão da ausência significativa de materiais didáticos de sociologia sobre o maior movimento social da América Latina. Ao trabalhar o conceito principal, notamos que outros conceitos sociológicos se tornaram fundamentais para que as abstrações pudessem acontecer, assim como possibilitaram a ampliação da interpretação teórica. A pergunta norteadora, que inicia o desdobramento da sequência, é realizada a partir do seguinte questionamento: "É possível erradicar a fome no Brasil?”. A elaboração da referente sequência didática foi previamente construída e planejada sob a luz da Pedagogia Histórico-Crítica conjuntamente com a Pedagogia Histórico-cultural, desenvolvida no Programa de Pós-graduação em Sociologia em Rede Nacional (PROFSOCIO) da Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus Marília. Objetivou-se a organização de uma atividade de ensino que fosse desenvolvente, isto é, o professor e o aluno assumirem a responsabilidade pela aprendizagem de conceitos científicos e pelo desenvolvimento do pensamento teórico. Para que fosse possível a mediação entre o empírico e o concreto, utilizamos o conceito de atividade de Leontiev (1978, 1983) e o conceito de atividade orientadora de ensino de Moura (1996a, 2002) como abordagem metodológica na organização da atividade de ensino e de aprendizagem para a formação dos alunos e do pesquisador. Fundamentado no levantamento bibliográfico e estudos realizados, da elaboração e implementação da sequência na escola e dos relatos da pesquisa, foram observados os aspectos negativos e assertivos dessa vivência. Como resultado final da observação, foi desenvolvida uma nova proposta de sequência, adequando os aspectos conforme a necessidade real e concreta da situação. Por fim, conclui-se que o resultado de um ensino organizado adequadamente para fins de aprendizagem do conhecimento, constitui na apropriação do saber objetivo produzido no decurso do desenvolvimento histórico da sociedade humana.
The teaching and learning activity produced in the classroom is the moment when schools seek to develop the process of learning and organizing scientific knowledge. Bearing in mind the historical reality in which we live in Brazil – the advance of neoliberalism and its commitment to the dismantling of public service and quality – a teaching of Sociology organized to assume the character of a rational technique of conscience, explanation of the conditions existence and course of historicalsocial events, if necessary. In view of this, the present research developed the production of a didactic sequence that worked with the sociological concept of social movements, specifically the performance of the Landless Rural Workers Movement (MST), with high school students from a state public school in the municipality of Carlópolis. The concept was chosen due to the significant absence of sociology teaching materials on the largest social movement in Latin America. When working on the main concept, we noticed that other sociological concepts became fundamental so that the abstractions could happen, as well as making possible the expansion of the theoretical interpretation. The guiding question, which initiates the unfolding of the sequence, is based on the following question: "Is it possible to eradicate hunger in Brazil?". The elaboration of the related didactic sequence was previously constructed and planned under the light of Historical-Critical Pedagogy together with Historical-cultural Pedagogy, developed in the Graduate Program in Sociology in National Network (PROFSOCIO) of the Universidade Estadual Paulista ―Júlio de Mesquita Son‖, campus Marília. The objective was to organize a teaching activity that was developmental, that is, the teacher and the student assume responsibility for learning scientific concepts and for the development of theoretical thinking. In order to mediate between the empirical and the concrete, we used Leontiev's concept of activity (1978, 1983) and Moura's concept of guiding teaching activity (1996a, 2002) as a methodological approach in the organization of teaching activity and of learning for the training of students and researchers. Based on the bibliographic survey and studies carried out, the elaboration and implementation of the sequence at school and the research reports, the negative and assertive aspects of this experience were observed. As a final result of the observation, a new sequence proposal was developed, adapting the aspects according to the real and concrete need of the situation. Finally, it is concluded that the result of properly organized teaching for the purpose of learning knowledge constitutes the appropriation of objective knowledge produced in the course of the historical development of human society.
The teaching and learning activity produced in the classroom is the moment when schools seek to develop the process of learning and organizing scientific knowledge. Bearing in mind the historical reality in which we live in Brazil – the advance of neoliberalism and its commitment to the dismantling of public service and quality – a teaching of Sociology organized to assume the character of a rational technique of conscience, explanation of the conditions existence and course of historicalsocial events, if necessary. In view of this, the present research developed the production of a didactic sequence that worked with the sociological concept of social movements, specifically the performance of the Landless Rural Workers Movement (MST), with high school students from a state public school in the municipality of Carlópolis. The concept was chosen due to the significant absence of sociology teaching materials on the largest social movement in Latin America. When working on the main concept, we noticed that other sociological concepts became fundamental so that the abstractions could happen, as well as making possible the expansion of the theoretical interpretation. The guiding question, which initiates the unfolding of the sequence, is based on the following question: "Is it possible to eradicate hunger in Brazil?". The elaboration of the related didactic sequence was previously constructed and planned under the light of Historical-Critical Pedagogy together with Historical-cultural Pedagogy, developed in the Graduate Program in Sociology in National Network (PROFSOCIO) of the Universidade Estadual Paulista ―Júlio de Mesquita Son‖, campus Marília. The objective was to organize a teaching activity that was developmental, that is, the teacher and the student assume responsibility for learning scientific concepts and for the development of theoretical thinking. In order to mediate between the empirical and the concrete, we used Leontiev's concept of activity (1978, 1983) and Moura's concept of guiding teaching activity (1996a, 2002) as a methodological approach in the organization of teaching activity and of learning for the training of students and researchers. Based on the bibliographic survey and studies carried out, the elaboration and implementation of the sequence at school and the research reports, the negative and assertive aspects of this experience were observed. As a final result of the observation, a new sequence proposal was developed, adapting the aspects according to the real and concrete need of the situation. Finally, it is concluded that the result of properly organized teaching for the purpose of learning knowledge constitutes the appropriation of objective knowledge produced in the course of the historical development of human society.
Descrição
Palavras-chave
Ensino de sociologia, Ensino e aprendizagem, Pedagogias críticas, Movimentos sociais, MST, Teaching of sociology, Teaching and learning, Critical pedagogies, Social movements
Como citar
INÁCIO, Diego Denobi. Uma sequência didática utilizando as pedagogias críticas: questão da fome e dos movimentos sociais. Universidade Estadual Paulista (Unesp), 2023.