Fundamentos teóricos da atividade de estudo como modelo didático para o ensino das disciplinas científicas
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Data
2011-08-24
Autores
Magagnato, Pamela Cristina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este é um trabalho de natureza teórica, visando fundamentar um posterior experimento didático. A base dessa fundamentação teórica é o Experimento Formativo (EF) realizado na União Soviética sob coordenação de Davydov e Elkonin (no qual, foi elaborada uma específica atividade escolar: a atividade de estudo), na teoria dialética materialista do conhecimento, na Psicologia Histórico-Cultural e no que Badillo (2004) concebe por modelo didático. Inicia com uma breve conceituação sobre modelos: o modelo científico, o método dialético como forma de sistematização de modelo científico e o modelo didático considerado como um modelo científico da Ciência Didática. Em seguida, apresenta a teoria da atividade, no seu aspecto psicológico, por meio de uma caracterização geral do desenvolvimento do psiquismo humano, conduzindo a ideia de que distintas formas de pensamento levam a distintas formas de desenvolvimento do psiquismo e, portanto, a distintas formas de controle da própria conduta. Segue com uma exposição do conceito de pensamento empírico e de seu modelo escolar de formação, distinguindo-o do pensamento teórico, o qual, na sequência, é caracterizado na sua relação com seu modelo de formação: a atividade de estudo. Caracteriza-se que o pensamento empírico é formado por meio de conteúdos organizados pela lógica formal, enquanto que o pensamento teórico forma-se por meio da realização da atividade de estudo, a qual o movimento da ascensão do abstrato ao concreto e possibilita o desenvolvimento de importantes funções psíquicas superiores, tais como a análise, reflexão, planejamento e experimento mental. Resumidamente, há uma exemplificação da atividade de estudo quanto à formação do conceito de número em Matemática e apresentação dos principais resultados obtidos no EF. Analisa os procedimentoss utilizados no EF para concluir...
This is theoretical study aimed at paving the way for a later teaching experiment. This theoretical support was based on the Formative Experiment (FE) performed in the Soviety Union and coordinated by DavydovElkoniin, (in which a specific school activity, the learning activity, was created), on the dialectical materialist theory of knowledge, on the Cultural-Historical Psychology, and on what Badillo (2004) conceives as a didatic model. Firstly, this study does a brief evaluation of models: the scientific model, the dialectical method as a way to systematize the scientific model and the didatic model considered as a scientific model of Didactic Science. It then presents the theory of activity in its psychological aspect, through a general characterizarion of the development of the human psyche, considering the idea that different ways of thinking lead to different forms of development of the phyche and therefore, to distinct forms of controlling their own conduct. Secondly, this paper conceptualizes the empirical throght and its production model in schools, distinguishing it from the theoretical thinking, which, in sequence, is characterized in its relationship with its model of production: the learning activity. Finally, it shows that the empirical thought is formed through contents organized by the formal logic, while theoretical thinking is formed by performing the learning activity itself, which follows the upward movement from the abstract to the concrete and allows the development of important higher mental functions, such as analysis, reflexion, planning and mental experiment. In short, there is an example of the learning activity used to teach the concept of number in mathematics and the main results obtained in EF. The study then examines the procedures used in the EF to conclude that this EF is characterized... (Complete abstract click electronic access below)
This is theoretical study aimed at paving the way for a later teaching experiment. This theoretical support was based on the Formative Experiment (FE) performed in the Soviety Union and coordinated by DavydovElkoniin, (in which a specific school activity, the learning activity, was created), on the dialectical materialist theory of knowledge, on the Cultural-Historical Psychology, and on what Badillo (2004) conceives as a didatic model. Firstly, this study does a brief evaluation of models: the scientific model, the dialectical method as a way to systematize the scientific model and the didatic model considered as a scientific model of Didactic Science. It then presents the theory of activity in its psychological aspect, through a general characterizarion of the development of the human psyche, considering the idea that different ways of thinking lead to different forms of development of the phyche and therefore, to distinct forms of controlling their own conduct. Secondly, this paper conceptualizes the empirical throght and its production model in schools, distinguishing it from the theoretical thinking, which, in sequence, is characterized in its relationship with its model of production: the learning activity. Finally, it shows that the empirical thought is formed through contents organized by the formal logic, while theoretical thinking is formed by performing the learning activity itself, which follows the upward movement from the abstract to the concrete and allows the development of important higher mental functions, such as analysis, reflexion, planning and mental experiment. In short, there is an example of the learning activity used to teach the concept of number in mathematics and the main results obtained in EF. The study then examines the procedures used in the EF to conclude that this EF is characterized... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Estudo e ensino, Didática, Empirismo, Dialetica, Empirical thought
Como citar
MAGAGNATO, Pamela Cristina. Fundamentos teóricos da atividade de estudo como modelo didático para o ensino das disciplinas científicas. 2011. 93 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2011.