Língua portuguesa no ensino médio: repertórios de ensino no âmbito do programa São Paulo faz Escola
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Data
2016-02-22
Autores
Hussein, Laila Guzzon [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Secretaria de Estado da Educação de São Paulo configurou dois materiais que explicitam diretrizes para o ensino de conteúdos em cada ano letivo nos ciclos da Educação Básica: o Currículo do Estado de São Paulo: Linguagens, Códigos e suas Tecnologias e o Caderno do Professor. Evidências da Análise do Comportamento advogam que o planejamento de condições de ensino deve ser precedido pela especificação de comportamentos terminais e intermediários que definem as aprendizagens previstas. Esta pesquisa objetivou investigar condições de interação com o professor que poderiam desenvolver repertórios de ensino necessários para o estabelecimento das aprendizagens preconizadas em documentos oficiais para Língua Portuguesa na 1ª série do Ensino Médio. O procedimento adotado foi dividido em duas fases. A Fase 1, constituída em quatro etapas, tinha como objetivos conhecer a trajetória profissional da professora participante, descrever o planejamento para o semestre vigente e realizar a filmagem de duas Situações de Aprendizagem consecutivas. A partir de tais registros, obter estimativas da professora sobre correspondências estabelecidas entre as aprendizagens relatadas diante do contato dela com os episódios e as competências e habilidades dispostas nos documentos oficiais. A Fase 2, dividida em seis etapas, tinha como objetivos realizar em conjunto com a professora o planejamento de uma nova Situação de Aprendizagem que ainda seria ministrada; discutir sobre as habilidades prioritárias; investigar possíveis decomposições e relações de hierarquia de tais habilidades e estimar incidências das mesmas nos registros em vídeo. Na Fase 1, diante das filmagens, a professora relatou que ações dos alunos em interação com práticas de ensino seriam medidas diferentes de uma mesma habilidade mencionada nos documentos oficiais, sem qualquer especificidade entre condições didáticas e habilidades e sem qualquer relação de dependência hierárquica entre as habilidades. A ocorrência de uma mesma aprendizagem foi inferida em episódios diferentes, assim como um mesmo episódio foi estimado como constituído por diferentes aprendizagens. Na Fase 2, diante das condições de planejamento, a professora emitiu uma organização hierárquica entre as habilidades esperadas de uma nova Situação de Aprendizagem, bem como vinculou práticas de ensino com o desenvolvimento de habilidades específicas. Contudo, as análises dos vídeos atestaram a reincidência das características da Fase 1. Diferentes ações dos alunos, independentes das condições de interação com a professora, foram admitidas como evidências de diferentes aprendizagens, bem como medidas de uma mesma habilidade. Um mesmo episódio sustentava habilidades dispostas em diferentes níveis de complexidade independente da observância de qualquer relação de dependência entre elas. O planejamento da Situação da Aprendizagem da Fase 2 evidenciou que as condições de interação adotadas foram efetivas para estabelecer relatos verbais sob controle de evidências derivadas das análises dos efeitos das práticas de ensino emitidas pela professora nas aulas da Fase 1. Contudo, as restrições instrucionais de tais relatos para a atuação em sala de aula, tanto quanto para as análises dos registros desta atuação, impõem a continuidade de investigações que permitam ao professor ampliar a produção de evidências que garantam visibilidade e condições de validação intersubjetiva da correspondência entre, de um lado, as habilidades previstas nos documentos oficiais e as ações dos alunos em interação com os repertórios da professora efetivamente emitidos em situação de ensino.
The State Department of Education of São Paulo set up two material those explicit guidelines for the academic years that compose the cycle of Basic Education: the Curriculum of the State of São Paulo: languages, codes and its technologies; and Professor Book. According to evidence of Behavior Analysis, the planning of teaching conditions must be preceded by specifying terminal behaviors and intermediate behaviors that together define the planned learning. This study investigated if teacher planned interaction conditions could develop teaching repertoires necessary for the establishment of recommended learning in official documents for Portuguese Curriculum for the 1st year of High School. The utilized procedure was divided into two phases. Phase 1, constituted of four stages, had as objective to know the professional career of the participant teacher, contact her planning for the current semester, in addition to conducting the shooting of two consecutive Learning Situations and from such video records discuss with the teacher the correspondence established between the learning reported from her contact with the episodes and abilities in official documents. Phase 2, which was divided into six stages, had as objective to planning together with the teacher a new Learning Situation that would still be administered; discuss what would be the priority abilities for this situation; investigate possible analysis and decompositions hierarchy of these abilities and verify if they appear in the video recordings. In Phase 1, watching the filming, the teacher reported that actions of students interacting with teaching practices would be different measures of the same ability mentioned in official documents, without any specificity between teaching conditions and abilities and without any relationship of hierarchical dependence between the abilities. The occurrence of the same learning was inserted in different episodes, as well as the same episode was estimated to consist of several learning. In Phase 2, front the learning conditions, the teacher issued a hierarchical organization among the expected abilities of a new learning situation, and linked teaching practices with the development of specific abilities. However, the analysis of videos attests to the recurrence of Phase 1 characteristics. Different actions of the students, independent of interaction terms with the teacher, were admitted as evidence of different learning and measures of the same ability. The same episode held abilities at different levels of complexity, independent of the observance of any dependency relationship between them. The planning of the Learning Situation in Phase 2 showed that the interaction conditions adopted were effective to establish verbal reports under the control of evidence derived from the analysis of the effects of teaching practices issued by the teacher in Phase 1 lessons. However, the instructional restrictions such reports to performance in the classroom, as well as for the analysis of the records of this action, impose the continuation of investigations that allow the teacher to expand production of evidence to ensure visibility and intersubjective validation conditions of correspondence between, on the one hand, the skills set out in official documents and the actions of the students in interaction with the repertoires of teacher effectively issued in teaching situation.
The State Department of Education of São Paulo set up two material those explicit guidelines for the academic years that compose the cycle of Basic Education: the Curriculum of the State of São Paulo: languages, codes and its technologies; and Professor Book. According to evidence of Behavior Analysis, the planning of teaching conditions must be preceded by specifying terminal behaviors and intermediate behaviors that together define the planned learning. This study investigated if teacher planned interaction conditions could develop teaching repertoires necessary for the establishment of recommended learning in official documents for Portuguese Curriculum for the 1st year of High School. The utilized procedure was divided into two phases. Phase 1, constituted of four stages, had as objective to know the professional career of the participant teacher, contact her planning for the current semester, in addition to conducting the shooting of two consecutive Learning Situations and from such video records discuss with the teacher the correspondence established between the learning reported from her contact with the episodes and abilities in official documents. Phase 2, which was divided into six stages, had as objective to planning together with the teacher a new Learning Situation that would still be administered; discuss what would be the priority abilities for this situation; investigate possible analysis and decompositions hierarchy of these abilities and verify if they appear in the video recordings. In Phase 1, watching the filming, the teacher reported that actions of students interacting with teaching practices would be different measures of the same ability mentioned in official documents, without any specificity between teaching conditions and abilities and without any relationship of hierarchical dependence between the abilities. The occurrence of the same learning was inserted in different episodes, as well as the same episode was estimated to consist of several learning. In Phase 2, front the learning conditions, the teacher issued a hierarchical organization among the expected abilities of a new learning situation, and linked teaching practices with the development of specific abilities. However, the analysis of videos attests to the recurrence of Phase 1 characteristics. Different actions of the students, independent of interaction terms with the teacher, were admitted as evidence of different learning and measures of the same ability. The same episode held abilities at different levels of complexity, independent of the observance of any dependency relationship between them. The planning of the Learning Situation in Phase 2 showed that the interaction conditions adopted were effective to establish verbal reports under the control of evidence derived from the analysis of the effects of teaching practices issued by the teacher in Phase 1 lessons. However, the instructional restrictions such reports to performance in the classroom, as well as for the analysis of the records of this action, impose the continuation of investigations that allow the teacher to expand production of evidence to ensure visibility and intersubjective validation conditions of correspondence between, on the one hand, the skills set out in official documents and the actions of the students in interaction with the repertoires of teacher effectively issued in teaching situation.
Descrição
Palavras-chave
Habilidades, Formação de professores, Comportamentos-objetivo, Abilities, Análise do comportamento, Língua portuguesa, Behavior analisys