Limites e possibilidades da psicologia genética no aspecto do desenvolvimento moral para a aprendizagem cooperativa
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Data
2019-01-23
Autores
Morais, Mariana Lopes de [UNESP]
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Universidade Estadual Paulista (Unesp)
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Pensando na Educação que atualmente vigora nas escolas, vê-se que esta não atende a uma formação humana integral, de forma que acaba sendo resumida a um conjunto de conteúdos, compartimentados em disciplinas. Para a construção da autonomia moral percebemos a necessidade de um ambiente sociomoral cooperativo, onde vigore uma postura não autoritária, relacional, cooperativa e de respeito mútuo, tal como uma gestão democrática, fatores esses preconizados por Piaget em suas obras e vários outros autores contemporâneos. A presente investigação tem por objetivo levantar os trabalhos com a temática da Aprendizagem Cooperativa (A.C.) relacionando-a com a autonomia moral e buscando na Psicologia Genética as bases que sustentem essa proposta e suas técnicas. Optou-se pela realização de uma revisão e pesquisa bibliográfica por se tratar de um tema pouco investigado no âmbito brasileiro, sendo que a busca foi efetuada em duas bases de dados, no Portal de Periódicos da Capes e no SAGE Journal. Realizou-se uma categorização das produções em três eixos, a saber: 1) Utilização da Aprendizagem Cooperativa como ferramenta didáticometodológica de ensino, 2) Efeitos da Aprendizagem Cooperativa no ambiente escolar e 3) Utilização da Aprendizagem Cooperativa na formação continuada de professores. A Aprendizagem Cooperativaécompreendida como um conjunto de métodos e técnicas, e sua principal característica é a atuação em pequenos grupos heterogêneos, em que estudantes trabalham conjuntamente, objetivando a maximização de suas aprendizagens de forma mútua.Ressalta-se a existência de elementos essenciais para a implantação dessa perspectiva, basicamente cinco, são eles: a interdependência positiva; a responsabilidade individual; a interação estimuladora (face a face); as competências sociais e o processo/avaliação de grupo. Essa estrutura é a mais utilizada nos trabalhos levantados, retomamos seus princípios e os fundamentamos na Psicologia Genética. Analisando-se os modelos pedagógicos (modelo diretivo, não-diretivo e relacional), vê-se que o modelo relacional, proposto por Piaget parece sustentar melhor o método de Aprendizagem Cooperativa. São pontos fundamentais da Psicologia Genética para a sustentação da técnica pensando especificamente na construção da autonomia moral: cooperação, autorregulação, construção da responsabilidadesubjetiva e tomada de consciência.
Thinking about the education that currently exists in schools, we can see that it does not attend to an integral human formation, so that it ends up being summarized to a set of contents, compartmentalized in disciplines. For the construction of moral autonomy, we perceive the need for a cooperative sociomoral environment, in which a non-authoritarian, relational, cooperative and mutually respectful stance is maintained, as is a democratic management, which Piaget has recommended in his works and several other contemporary authors. The present research aims to research the work with Cooperative Learning (C.L.), relating it to moral autonomy and searching in Genetic Psychology for the bases that support this proposal and its techniques. It was decided to carry out a review and bibliographical research because it is a topic that has not been investigated in Brazil, and the search was carried out in two databases, in the Capes Journal Portal and in the SAGE Journal. The production categorization was carried out in three axes, namely: 1) Use of Cooperative Learning as a didactic-methodological teaching tool; 2) Effects of Cooperative Learning in the school environment; and 3) Use of Cooperative Learning in the continuous training of teachers. The Cooperative Learning is understood as a set of methods and techniques, and its main characteristic is the performance in small heterogeneous groups, in which students work together, aiming at the maximization of their learning in a mutual way. It is emphasized the existence of essential elements for the implantation from this perspective, basically five, they are: positive interdependence; individual responsibility; the stimulating interaction (face to face); social skills and group process / evaluation. This structure is the most used in the works raised, we retake its principles and base them in Genetic Psychology. Analyzing the pedagogical models (directive, non-directive and relational model), we can see that the relational model proposed by Piaget seems to support the Cooperative Learning method better. They are fundamental points of the Genetic Psychology for the sustentation of the technique thinking specifically in the construction of the moral autonomy: cooperation, selfregulation, construction of subjective responsibilities and awareness.
Thinking about the education that currently exists in schools, we can see that it does not attend to an integral human formation, so that it ends up being summarized to a set of contents, compartmentalized in disciplines. For the construction of moral autonomy, we perceive the need for a cooperative sociomoral environment, in which a non-authoritarian, relational, cooperative and mutually respectful stance is maintained, as is a democratic management, which Piaget has recommended in his works and several other contemporary authors. The present research aims to research the work with Cooperative Learning (C.L.), relating it to moral autonomy and searching in Genetic Psychology for the bases that support this proposal and its techniques. It was decided to carry out a review and bibliographical research because it is a topic that has not been investigated in Brazil, and the search was carried out in two databases, in the Capes Journal Portal and in the SAGE Journal. The production categorization was carried out in three axes, namely: 1) Use of Cooperative Learning as a didactic-methodological teaching tool; 2) Effects of Cooperative Learning in the school environment; and 3) Use of Cooperative Learning in the continuous training of teachers. The Cooperative Learning is understood as a set of methods and techniques, and its main characteristic is the performance in small heterogeneous groups, in which students work together, aiming at the maximization of their learning in a mutual way. It is emphasized the existence of essential elements for the implantation from this perspective, basically five, they are: positive interdependence; individual responsibility; the stimulating interaction (face to face); social skills and group process / evaluation. This structure is the most used in the works raised, we retake its principles and base them in Genetic Psychology. Analyzing the pedagogical models (directive, non-directive and relational model), we can see that the relational model proposed by Piaget seems to support the Cooperative Learning method better. They are fundamental points of the Genetic Psychology for the sustentation of the technique thinking specifically in the construction of the moral autonomy: cooperation, selfregulation, construction of subjective responsibilities and awareness.
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Palavras-chave
Aprendizagem cooperativa, Psicologia genética, Autonomia moral, Cooperative learning, Genetic psychology, Moral autonomy