Educação para o trânsito no Ensino Fundamental: dimensões metodológicas e formativas no planejamento, na execução e na avaliação de sequências didáticas
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Data
2019-03-01
Autores
Almeida, Elaine Garcia de
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Universidade Estadual Paulista (Unesp)
Resumo
RESUMO O novo Código de Trânsito Brasileiro (CTB), publicado em 1997, trouxe em seu escopo novas condutas com relação à normatização global do Sistema de Trânsito Brasileiro, estabelecendo obrigatoriedade da inclusão da Educação para o Trânsito em todos os níveis da Educação Básica. Por sua vez, o Departamento Nacional de Trânsito (DENATRAN) lançou em 2009, as Diretrizes Nacionais de Educação para o Trânsito no Ensino Fundamental que preconizam os comportamentos esperados no contexto do trânsito. De modo complementar, o trânsito apresenta-se como tema transversal junto aos Parâmetros Curriculares Nacionais (PCN). Contudo, observa-se a falta de planejamento sistemático por parte das escolas que contemple este tema tão prioritário e necessário, tendo em vista o alto índice de acidentes de trânsito assistido diariamente nas cidades e rodovias do Brasil e que acometem milhares de vítimas fatais, deixando outras milhares com graves sequelas. A presente pesquisa investigou estratégias metodológicas que, em termos diagnósticos, pudessem favorecer o desenvolvimento de repertórios profissionais da docência vinculados com o tratamento transversal do tema trânsito no contexto das Diretrizes Nacionais da Educação para o Trânsito no Ciclo I do Ensino Fundamental. Participaram duas professoras (P1 e P2), lotadas em uma mesma escola pública de um município do interior do Estado de São Paulo. Todas as atividades de interação com as professoras e as aulas ministradas ocorreram na escola. O delineamento adotado consistiu na execução consecutiva de cinco etapas. Após a indicação das participantes pela direção da escola, na Etapa 1, ocorreu a apresentação do projeto e a entrega de versão impressa das Diretrizes da Educação para o Trânsito no Ensino Fundamental para as professoras. Na Etapa 2, ambas relacionaram componentes curriculares (P1: Língua Portuguesa e Matemática; P2: Língua Portuguesa e Ciências) com temas das Diretrizes para, na Etapa 3, elaborarem o planejamento de sequências didáticas para ensino das habilidades vinculadas com os conteúdos e temas selecionados. Na Etapa 4 ocorreu a execução das atividades planejadas com observação presencial da pesquisadora e, na Etapa 5, ocorreram reuniões entre a pesquisadora e cada professora em separado, para apresentação e análises dos principais resultados. Sob a perspectiva da Análise do Comportamento, os dados salientam que, a despeito do reconhecimento da relevância do trânsito no âmbito educacional e curricular, a efetiva implementação do mesmo como tema transversal mostra-se em antagonismo com características de desempenho registradas na execução das etapas do delineamento, a saber: a) a dificuldade de tradução de conteúdos curriculares e de aprendizagens preconizadas em repertórios operantes, comprometendo a necessária visibilidade para o planejamento de contingências de ensino; b) práticas das professoras, em contexto de sala de aula, que restringem a consistência entre as ações dos alunos e as evidências (medidas) das aprendizagens explicitadas nos documentos oficiais considerados. Os resultados convergem em salientar que a consecução das metas previstas pelo DENATRAN em termos da urgente educação no trânsito e pelos PCN quanto ao tema transversal, mostra-se condicionada ao desenvolvimento de repertórios profissionais da docência definidos pelo planejamento de contingências de ensino de repertórios operantes que, de modo validado pelas análises das professoras, sustentem correspondências com habilidades igualmente preconizadas pelas matrizes de referência adotadas pelas escolas e pelas diretrizes do DENATRAN.
ABSTRACT The new Brazilian Traffic Code (BTC) published in 1997, brought in its scope new ducts with relation for global normalization of the Brazilian Transit System, establishing mandatory inclusion of Traffic Education in all levels of Basic Education. On the other hand, The National Traffic Department (NTD), launched in 2009, The National Guidelines for Traffic Education in Elementary School that advocate the expect behaviors in the context of transit. In a complementary way, traffic presents as a cross-cutting theme together with the National Curricular Parameters (NCPs). However, it is observed the lack of systematic planning by schools that contemplate this so priority and necessary theme, observing the high rate of traffic accidents attended daily in the Brazil cities and highways involving thousands of fatal victims, leaving thousands more with several sequels. The present research investigated methodological strategies that, in diagnostic terms, could favor the development of professional repertoires of teaching linked with the transversal treatment in the context of National Education Guidelines for the Transit in Cycle 1 of Elementary School. Two teachers (T. 1 and T. 2) participated of the research, crowded in the same public school of a municipality in the interior of São Paulo State. All interaction activities with the teachers and classes taught took place at school. The design adopted consisted in the consecutive execution of five Phases. After the indication of the participants by the direction of school, in Phase 1, occurred the project presentation and the delivery of the printed version of the Traffic Education Guidelines in Elementary School for the teachers. In Phase 2, both teachers related curriculum components (T.1: Portuguese Language and Mathematics; T.2: Portuguese Language and Science) with themes of the Guidelines to elaborate the teaching sequence planning on Phase 3 to the teaching linked skills with the contents and selected themes. In Phase 4, occurred the execution of planned activities with face-to-face observation of the researcher, and in the Phase 5, a meeting took place between the researcher end each teacher separately, to the presentation and analyze of the main results. From the perspective of the Behavior Analysis, the datas point that, in despite of the recognition of the relevance of transit the education and curricular ambit, the effective implementation of the same as a transversal theme shows itself in antagonism with performance characteristics registered in the execution of the design phases, to know: a) the difficulty of translating of the curricular contents and of recommended learning in operant repertoires, compromising necessary visibility to the planning of teaching contingencies; b) teachers practices, in classroom context, that restrict the consistency between the students’ actions and the evidences (measures) of the explicit learning on the official documents considered. The results converge to emphasize that the achievement of planned goals by (DENATRAN) in terms of the urgent education in traffic and NCPs on the cross-cutting theme, shows up conditioned to the development of professional repertoires of teaching contingency planning of operant repertoires that, in a validated way by the teacher’s analysis, support correspondences with skills similarly recommended by the reference matrices adopted by the schools and by DENATRAN Guidelines.
ABSTRACT The new Brazilian Traffic Code (BTC) published in 1997, brought in its scope new ducts with relation for global normalization of the Brazilian Transit System, establishing mandatory inclusion of Traffic Education in all levels of Basic Education. On the other hand, The National Traffic Department (NTD), launched in 2009, The National Guidelines for Traffic Education in Elementary School that advocate the expect behaviors in the context of transit. In a complementary way, traffic presents as a cross-cutting theme together with the National Curricular Parameters (NCPs). However, it is observed the lack of systematic planning by schools that contemplate this so priority and necessary theme, observing the high rate of traffic accidents attended daily in the Brazil cities and highways involving thousands of fatal victims, leaving thousands more with several sequels. The present research investigated methodological strategies that, in diagnostic terms, could favor the development of professional repertoires of teaching linked with the transversal treatment in the context of National Education Guidelines for the Transit in Cycle 1 of Elementary School. Two teachers (T. 1 and T. 2) participated of the research, crowded in the same public school of a municipality in the interior of São Paulo State. All interaction activities with the teachers and classes taught took place at school. The design adopted consisted in the consecutive execution of five Phases. After the indication of the participants by the direction of school, in Phase 1, occurred the project presentation and the delivery of the printed version of the Traffic Education Guidelines in Elementary School for the teachers. In Phase 2, both teachers related curriculum components (T.1: Portuguese Language and Mathematics; T.2: Portuguese Language and Science) with themes of the Guidelines to elaborate the teaching sequence planning on Phase 3 to the teaching linked skills with the contents and selected themes. In Phase 4, occurred the execution of planned activities with face-to-face observation of the researcher, and in the Phase 5, a meeting took place between the researcher end each teacher separately, to the presentation and analyze of the main results. From the perspective of the Behavior Analysis, the datas point that, in despite of the recognition of the relevance of transit the education and curricular ambit, the effective implementation of the same as a transversal theme shows itself in antagonism with performance characteristics registered in the execution of the design phases, to know: a) the difficulty of translating of the curricular contents and of recommended learning in operant repertoires, compromising necessary visibility to the planning of teaching contingencies; b) teachers practices, in classroom context, that restrict the consistency between the students’ actions and the evidences (measures) of the explicit learning on the official documents considered. The results converge to emphasize that the achievement of planned goals by (DENATRAN) in terms of the urgent education in traffic and NCPs on the cross-cutting theme, shows up conditioned to the development of professional repertoires of teaching contingency planning of operant repertoires that, in a validated way by the teacher’s analysis, support correspondences with skills similarly recommended by the reference matrices adopted by the schools and by DENATRAN Guidelines.
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Palavras-chave
Aprendizagem e ensino, Psicologia do trânsito, Educação para o trânsito, Aquisição de comportamentos, Traffic psychology, Traffic education, Teachers training, Behavior acquisition, Learning and teaching