A ação pedagógica na perspectiva vygotskyana: compreensão da linguagem no ato de ensinar e aprender
Carregando...
Arquivos
Data
2019-02-12
Autores
Papim, Angelo Antonio Puzipe [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ensinar e aprender são dois verbos que, com frequência, são conjugados separadamente, nos espaços educacionais, principalmente em contextos de educação especial. É comum o desencontro entre motivos e interesses de professores e crianças, no contexto educacional. É com a finalidade de ensinar e aprender em função da diversidade, incluindo a criança com deficiência intelectual, que a interação pedagógica reclama para si a construção de um espaço mais inclusivo, no qual ambos os verbos possam ser conjugados juntos e não mais em separado. Nesse sentido, a teoria histórico-cultural apresenta-se como base para a construção de espaços que exigem, de seus atores, uma postura dialógica entre os diferentes, aumentando as oportunidades da criança que aprende em ser uma colaboradora no processo que visa a ensiná-la. Por isso, nessa perspectiva, o professor precisa, no ato de ensino, permitir a fluência da voz do outro, de maneira a compreender o que ele sabe, sente e vive, para, desse modo, construir uma interação social colaborativa que supra o que a criança precisa saber, sentir e viver, numa relação pedagógica dialógica e inclusiva. Diante da necessidade da construção de um espaço educacional cooperativo, levanta-se a hipótese sobre o processo de ensino e aprendizagem de crianças com deficiência intelectual junto aos professores, enquanto atores de uma agência educacional dialógica. Desse modo, a investigação teve, como objetivo, compreender, com base na ação pedagógica dialógica, a função mediadora da linguagem pedagógica na organização de processos interativos, cooperativos e dialógicos, os quais possam produzir processos com sentido social para professores e crianças. A fim de responder ao objetivo, realizou-se um estudo de caso com duas crianças e dois professores, participantes de um projeto de pesquisa mais amplo, cujo objetivo era identificar as melhores formas de alfabetizar a criança com deficiência intelectual. A partir desse projeto, para esta pesquisa, foram coletados os dados de fontes documentais: PIS e RAI, material pedagógico e de apoio e filmagens do acervo de filmagens do Projeto de Alfabetização, na área da deficiência intelectual (PADI). Como critérios para a seleção dos dados, considerou-se a relevância para a análise da interação dialógica, da circulação dos materiais pedagógicos e da fala dos professores e crianças. As interações dialógicas efetivadas entre professores, crianças e coisas da cultura possibilitariam compreender como os diferentes motivos e intenções podem ser alinhados, na interação social cooperativa, de sorte a produzir, por intermédio dos comportamentos dialógicos, um sentido social para validar as ações de ensino e aprendizagem, num espaço composto por diferenças. O resultado permite tecer uma interpretação que contribui para a discussão de um cenário educacional onde se possa reconhecer, com base na interação social com a diversidade, práticas pedagógicas dialógicas, capazes de utilizar a função mediadora da linguagem, como uma possibilidade de construir uma educação humanizadora.
Teaching and learning are two words that are often used separately in educational contexts, mainly in special education. The disagreement has teachers and students reasons and concerns in education. In order to teach and learn in diversity, including intellectual disabled children, that pedagogical interaction claims to build a more inclusive environment where both teaching and learning can be used together and no longer separately. Thus, historical cultural theory presents itself as basis to build spaces that demand from their players a dialogical attitude among them, increasing the opportunities of the children who learn to become collaborative in teaching process. So, teacher needs to allow the other`s voice, in order to understand what he/she knows, feels and lives so that he/she can build collaborative social interaction that provides what students need to know, feel and live in an inclusive pedagogical dialogical relation. Towards the need of building a cooperative educational environment, we raise the hypotheses about teaching and learning process of intellectual disabled children with teachers, as players of a dialogical educational agency. Hence, the general objective of the investigation was to understand based on dialogical pedagogical action, the mediator function of pedagogical language on organizing interactive, cooperative and dialogical processes that can have social meaning for teachers and children. In order to respond to the objective, we performed a case study with two children and two teachers who were part of a broader research project whose purpose was to identify better ways to provide literacy instruction to intellectual disabled children. From that project and for this research we collected data from document sources such as: PIS, RAI, pedagogical and support material, and Literacy Project filming archives shooting in intellectual disability area (PADI, in Portuguese). As criteria for data selection, we considered what was relevant for dialogical interaction analysis, pedagogical material use and teachers `and children`s speech. Dialogical interaction performed by teachers, children and culture would enable to understand how different reasons and intentions can be aligned in cooperative social interaction in order to produce social meaning, through dialogical behavior, to validate teaching and learning actions in an environment made with differences. The understanding of the result allows us to help the education discussion where it`s possible to recognize, based on diversity social interaction, dialogical pedagogical practices able to use language mediator function as a possibility to build humanizing education.
Teaching and learning are two words that are often used separately in educational contexts, mainly in special education. The disagreement has teachers and students reasons and concerns in education. In order to teach and learn in diversity, including intellectual disabled children, that pedagogical interaction claims to build a more inclusive environment where both teaching and learning can be used together and no longer separately. Thus, historical cultural theory presents itself as basis to build spaces that demand from their players a dialogical attitude among them, increasing the opportunities of the children who learn to become collaborative in teaching process. So, teacher needs to allow the other`s voice, in order to understand what he/she knows, feels and lives so that he/she can build collaborative social interaction that provides what students need to know, feel and live in an inclusive pedagogical dialogical relation. Towards the need of building a cooperative educational environment, we raise the hypotheses about teaching and learning process of intellectual disabled children with teachers, as players of a dialogical educational agency. Hence, the general objective of the investigation was to understand based on dialogical pedagogical action, the mediator function of pedagogical language on organizing interactive, cooperative and dialogical processes that can have social meaning for teachers and children. In order to respond to the objective, we performed a case study with two children and two teachers who were part of a broader research project whose purpose was to identify better ways to provide literacy instruction to intellectual disabled children. From that project and for this research we collected data from document sources such as: PIS, RAI, pedagogical and support material, and Literacy Project filming archives shooting in intellectual disability area (PADI, in Portuguese). As criteria for data selection, we considered what was relevant for dialogical interaction analysis, pedagogical material use and teachers `and children`s speech. Dialogical interaction performed by teachers, children and culture would enable to understand how different reasons and intentions can be aligned in cooperative social interaction in order to produce social meaning, through dialogical behavior, to validate teaching and learning actions in an environment made with differences. The understanding of the result allows us to help the education discussion where it`s possible to recognize, based on diversity social interaction, dialogical pedagogical practices able to use language mediator function as a possibility to build humanizing education.
Descrição
Palavras-chave
Linguagem, Interação pedagógica, Teoria histórico-cultural, Language, Pedagogical interaction, Historical-cultural theory