Teoria da Atividade e os processos de ensinar e aprender Sociologia: um estudo de caso com estudantes do Ensino Médio da rede pública paulista
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Data
2017-09-30
Autores
Rodrigues, Matheus Bortoleto [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente texto é o resultado de pesquisa que tem como objetivo construir uma metodologia de ensino-aprendizagem para o ensino de Sociologia com estudantes do Ensino Médio (EM), baseando-se na Teoria da Atividade de Leontiev e em pressupostos da Teoria Histórico-Cultural. Foi realizada uma pesquisa-ação, como teorizada por Thiollent, em uma escolas públicas de EM da cidade de Marília, com a utilização de instrumentos de coleta de dados (questionário, diário de campo, entre outros), buscando compreender a atividade principal do professor e do estudante, a fim de intervir qualitativamente no processo de formação e humanização desses sujeitos escolares. Conclui-se, a partir dos dados coletados, que é possível construir uma metodologia de ensino-aprendizagem capaz de socializar os conhecimentos científicos, sócio-historicamente sistematizados pela área de conhecimento da Sociologia escolar, ao integrar as atividades principais de ensino, realizadas pelos professores, e de aprendizagem, pelos estudantes fazendo, dessa forma, que os indivíduos se desenvolvessem e mudassem sua forma de interação com entorno social, não só criando e ressignificando capacidades, como também construindo novas condutas, práxis com o real concreto.
The present text is the report of research that had as objective to construct a teaching-learning methodology for the teaching of Sociology with high school students based on Leontiev's Theory of Activity and assumptions of Historical- Cultural Theory. It was fulfilled an action research, as theorized by Thiollent, in two public high schools in the city of Marília, by means of the use of various instruments of gathering (questionnaire, field diary, among others), seeking to understand the main activity of the teacher and the student, in order to intervene qualitatively in the process of formation and humanization of these school subjects. Concludes, from the dice, that it is possible to construct a teaching-learning methodology capable of socializing scientific knowledge, Socio-historically systematized by the area of knowledge of school sociology, by integrating the main teaching activities, performed by teachers, and learning, fulfilled out by students, in this way, making individuals to develop and change their way of interacting with social surroundings creating and resignifying capacities, as well as constructing new conduits, praxis with concrete real.
The present text is the report of research that had as objective to construct a teaching-learning methodology for the teaching of Sociology with high school students based on Leontiev's Theory of Activity and assumptions of Historical- Cultural Theory. It was fulfilled an action research, as theorized by Thiollent, in two public high schools in the city of Marília, by means of the use of various instruments of gathering (questionnaire, field diary, among others), seeking to understand the main activity of the teacher and the student, in order to intervene qualitatively in the process of formation and humanization of these school subjects. Concludes, from the dice, that it is possible to construct a teaching-learning methodology capable of socializing scientific knowledge, Socio-historically systematized by the area of knowledge of school sociology, by integrating the main teaching activities, performed by teachers, and learning, fulfilled out by students, in this way, making individuals to develop and change their way of interacting with social surroundings creating and resignifying capacities, as well as constructing new conduits, praxis with concrete real.
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Palavras-chave
Teoria da Atividade, Atividade Principal, Ensino Médio.