O papel da escola e do professor numa situação de não aprendizagem: o que dizem as crianças
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Data
2011-04-01
Autores
Guimarães, Taislene
Saravali, Eliane Giachetto [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Uberlândia (UFU), Setor de Educação
Resumo
O artigo apresenta dados parciais de uma pesquisa sobre a construção do conhecimento social a partir da perspectiva piagetiana, mais especificamente as ideias das crianças a respeito da escola e do professor. Os participantes do estudo foram 52 crianças entre 7 e 8 anos inseridas em ambientes educacionais diferenciados: um considerado como ambiente tradicional de ensino e o outro considerado como ambiente sociomoral construtivista. O instrumento apresentado aqui, utilizado para coleta de dados, é uma história envolvendo uma situação de não aprendizagem. Os participantes eram convidados a pensar sobre as questões inerentes à história, bem como o papel da escola e do professor na situação proposta. Os dados indicaram não haver diferença entre os dois ambientes no que se refere à construção desse conhecimento social. No entanto, houve diferença muito significativa na maneira utilizada pelos alunos para resolverem os problemas da história: no ambiente tradicional a coerção e a expiação foram mais mencionadas e no ambiente sociomoral construtivista, o diálogo e a cooperação. Os dados apontam ainda para a necessidade do trabalho com esse tipo de conhecimento em sala de aula, visto que as respostas dos sujeitos caracterizaram-se por uma compreensão parcial da realidade, centrada em aspectos mais visíveis e aparentes dos fatos e na não consideração de processos ocultos.
This paper presents partial data of a research on the construction of social knowledge under the Piagetian perspective, more specifically on children's ideas about the school and the teacher. The participants of the study were 52 children aged between 7 and 8 years, who were immersed into different educational environments: one of them considered a traditional teaching environment and the other one considered a socio-moral constructivist environment. The instrument that we present here, used for data collection, is a story involving a non-learning situation. The participants were asked to think about issues related to the story, as well as the role of the school and the teacher in the proposed situation. Data indicated no difference between the two environments concerning the construction of social knowledge. However, there was significant difference in the way the students solved the problems of the story: in the traditional environment, coercion and atonement were more mentioned while in the socio-moral constructivist environment, dialogue and cooperation were mentioned instead. The data also indicate the need to work with this type of knowledge in the classroom since the answers of the subjects were characterized by a partial comprehension of reality, focusing on more visible and apparent aspects of the facts and on the non-consideration of hidden processes.
This paper presents partial data of a research on the construction of social knowledge under the Piagetian perspective, more specifically on children's ideas about the school and the teacher. The participants of the study were 52 children aged between 7 and 8 years, who were immersed into different educational environments: one of them considered a traditional teaching environment and the other one considered a socio-moral constructivist environment. The instrument that we present here, used for data collection, is a story involving a non-learning situation. The participants were asked to think about issues related to the story, as well as the role of the school and the teacher in the proposed situation. Data indicated no difference between the two environments concerning the construction of social knowledge. However, there was significant difference in the way the students solved the problems of the story: in the traditional environment, coercion and atonement were more mentioned while in the socio-moral constructivist environment, dialogue and cooperation were mentioned instead. The data also indicate the need to work with this type of knowledge in the classroom since the answers of the subjects were characterized by a partial comprehension of reality, focusing on more visible and apparent aspects of the facts and on the non-consideration of hidden processes.
Descrição
Palavras-chave
conhecimento social, teoria piagetiana, ideias infantis, social knowledge, Piagetian theory, children's ideas
Como citar
Educar em Revista. Setor de Educação da Universidade Federal de Uberlândia (UFU), n. 39, p. 141-158, 2011.