Ensino de Ciências fundamentado na Psicologia Histórico-Cultural e na Pedagogia Histórico-Crítica: indicativos a partir da produção acadêmica.
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Data
2019-02-28
Autores
Coelho, Leandro Jorge
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo teve o objetivo de analisar categorias para o ensino de Ciências fundamentado na psicologia histórico-cultural e na pedagogia histórico-crítica, visando contribuir com reflexões acerca do ensino de Ciências fundamentado nesses referenciais. Foram analisadas 98 dissertações e teses defendidas em programas de pós-graduação em ensino de Ciências no período de 2005 a 2015, que citam esse referencial teórico, e entrevistados sete pesquisadores. A análise dos dados está organizada em: caracterização geral das pesquisas, apropriação do referencial teórico e análise das relações estabelecidas entre o referencial e o ensino de Ciências. 61 estudos fazem referência apenas à autores da psicologia histórico-cultural, 29 mobilizam tanto a psicologia histórico-cultural quanto a pedagogia histórico-crítica e oito pesquisas citam apenas a pedagogia histórico-crítica, sem menções à psicologia histórico-cultural. As ideias vigotskianas foram mobilizadas principalmente por estudos sobre a formação de conceitos específicos das Ciências Naturais. As categorias mais citadas nas pesquisas são: zona de desenvolvimento imediato, conceito espontâneo e científico, signo, funções psicológicas, relação desenvolvimento-aprendizagem, mediação e as etapas da formação de conceitos. A partir da análise realizada, as seguintes categorias são consideradas importantes para o desenvolvimento de pesquisas e de um ensino de Ciências fundamentado na psicologia histórico-cultural e na pedagogia histórico-crítica: método dialético; contradição, totalidade, movimento e história; ser humano; trabalho; mediação; formação de conceitos científicos; processos funcionais do psiquismo; relação aprendizagem-desenvolvimento; função social da escola e a proposta metodológica da pedagogia histórico-crítica. Defende-se a tese de que a apropriação dos pressupostos filosófico-metodológicos do materialismo histórico dialético é necessária para o desenvolvimento de pesquisas e propostas didáticas no ensino de Ciências fundamentadas na psicologia histórico-cultural e na pedagogia histórico-crítica, que estejam comprometidas com a formação do ser humano genérico.
This study aimed to analyze categories for the teaching of science based on historicalcultural psychology and historical-critical pedagogy, aiming to contribute with reflections about the teaching of science based on these references. Ninety-eight dissertations and theses defended in post-graduate programs on science teaching from 2005 to 2015, which cite this theoretical framework, were analyzed and seven researchers were interviewed. The data analysis is organized in: general characterization of the researches, appropriation of the theoretical reference and analysis of the relations established between the referential and the teaching of Sciences. 61 studies refer only to authors of historical-cultural psychology, 29 mobilize both historical-cultural psychology and historical-critical pedagogy, and eight studies cite only historicalcritical pedagogy, with no mention of historical-cultural psychology. Vigotskian ideas were mobilized mainly by studies about the formation of specific Natural Sciences concepts. The most cited categories in the research are: zone of immediate development, spontaneous and scientific concept, sign, psychological functions, development-learning relationship, mediation and the stages of concept formation. From the analysis performed, the following categories are considered important for the development of research and a teaching of science based on historical-cultural psychology and historical-critical pedagogy: dialectical method; contradiction, totality, movement and history; human being; job; mediation; formation of scientific concepts; functional processes of the psyche; learning-development relationship; social function of the school and the methodological proposal of historical-critical pedagogy. The thesis defended is that the appropriation of the philosophical-methodological presuppositions of historical dialectical materialism is necessary for the development of research and didactic proposals in the teaching of Sciences based on historical-cultural psychology and historical-critical pedagogy, that are committed to the formation of the generic human being.
This study aimed to analyze categories for the teaching of science based on historicalcultural psychology and historical-critical pedagogy, aiming to contribute with reflections about the teaching of science based on these references. Ninety-eight dissertations and theses defended in post-graduate programs on science teaching from 2005 to 2015, which cite this theoretical framework, were analyzed and seven researchers were interviewed. The data analysis is organized in: general characterization of the researches, appropriation of the theoretical reference and analysis of the relations established between the referential and the teaching of Sciences. 61 studies refer only to authors of historical-cultural psychology, 29 mobilize both historical-cultural psychology and historical-critical pedagogy, and eight studies cite only historicalcritical pedagogy, with no mention of historical-cultural psychology. Vigotskian ideas were mobilized mainly by studies about the formation of specific Natural Sciences concepts. The most cited categories in the research are: zone of immediate development, spontaneous and scientific concept, sign, psychological functions, development-learning relationship, mediation and the stages of concept formation. From the analysis performed, the following categories are considered important for the development of research and a teaching of science based on historical-cultural psychology and historical-critical pedagogy: dialectical method; contradiction, totality, movement and history; human being; job; mediation; formation of scientific concepts; functional processes of the psyche; learning-development relationship; social function of the school and the methodological proposal of historical-critical pedagogy. The thesis defended is that the appropriation of the philosophical-methodological presuppositions of historical dialectical materialism is necessary for the development of research and didactic proposals in the teaching of Sciences based on historical-cultural psychology and historical-critical pedagogy, that are committed to the formation of the generic human being.
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Palavras-chave
psicologia Histórico-Cultural, pedagogia Histórico-Crítica, pedagogia Histórico-Crítica, Materialismo histórico dialético, Produção científica