Metodologias ativas no ensino de Ciências: um estudo das relações sociais e psicológicas que influenciam a aprendizagem
Carregando...
Arquivos
Data
2019-03-14
Autores
Prado, Gustavo Ferreira
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa consiste na investigação e construção de um panorama das dificuldades de aprendizagem de Física apresentadas por um grupo de alunos ingressantes no Ensino Médio, assim como das potencialidades que novas metodologias de ensino, conhecidas como Metodologias Ativas, possuem quando atuam objetivando a superação destas dificuldades e a modificação da percepção do ambiente escolar pelos alunos. Para compreensão das dificuldades dos alunos e da percepção que eles possuem quanto ao ambiente escolar, foi adotada uma investigação ecológica e exploratória que compreende suas ações e seus comportamentos associados à organização social da escola. Com o entendimento de que o ambiente escolar influencia diretamente o comportamento social dos estudantes e, consequentemente, sua aprendizagem, buscou-se compreender como os próprios estudantes explicam as relações sociais existentes no ambiente escolar e suas consequências de cunho psicológico e sociológico. O principal resultado encontrado na pesquisa, por meio da análise fenomenológica de grupos focais realizados com os alunos foi a presença de Estigmas relacionados à escola, nomeados de Estigmas Escolares, os quais podem ser diretamente relacionados à evasão e ao abandono escolar. Na sequência, buscou-se inserir os alunos participantes da pesquisa em uma proposta de ensino, na qual a Metodologia Ativa de Ensino Híbrido foi utilizada como intervenção didática, articulando ações presenciais e não presenciais que objetivaram integrar socialmente os alunos em comunidades de aprendizagem. Desta forma, a pesquisa também permitiu compreender que as ações desenvolvidas indicam a potencialidade de reduzir a manifestação dos Estigmas Escolares pelo aparente incremento da motivação, autoestima e autogestão da aprendizagem dos estudantes, fomentando o interesse pela continuidade e aprofundamento de estudos sobre o tema. A importância da pesquisa deve-se à inserção de novas perspectivas de fundamentação teórica no Ensino de Ciências brasileiro, como a obra de G.H. Mead, Neil Keddie e Robert Park, assim como as concepções derivadas da Escola Sociológica de Chicago e da Nova Sociologia da Educação, que permitiram a compreensão da organização social do ambiente escolar e dos fatores psicológicos que levam à situação de evasão escolar imbricados na relação entre o ensino e a aprendizagem de Ciências e Matemática. Ademais, a pesquisa introduz uma perspectiva de natureza social a um cenário atual e fértil de novas orientações metodológicas, conhecidas como Metodologias Ativas. Pretende-se, a partir deste panorama desenvolvido, contribuir para a ampliação e fundamentação dos conceitos relacionados à evasão escolar e Metodologias Ativas, com foco no Ensino de Ciências e no Ensino Híbrido.
This study aimed to investigate the reasons of difficulties in learning Physics presented by a group of high school first-year students and the potential of Active Learning methodologies to change the school social environment perception of the students and improving their skills to learn and act in a democratic curriculum perspective. An Ecological, exploratory and qualitative investigation was performed to comprehend learning difficulties and student's perceptions of the school environment. The Ecological approach understands students actions and behaviors related to the social organization of the school. Thereby, understanding that the school environment directly influences students' social behavior and, consequently, their learning, the research sought to recognize how the students themselves explain the social relations existing in the school environment and its psychological and sociological consequences. The main result found in the research, through the phenomenological analysis of focus groups performed with the students, was the presence of school-related stigmas, named School Stigmas, which can be directly related to evasion and school failure. Trying to change this primary results, face-to-face and online learning actions aiming to social integrate students into a learning community were articulated to introduce them into a Blended Learning proposal. Thus, the research concludes that, after six months of activities, the developed actions indicate the reduce manifestation of School Stigmas by increasing student's motivation, self-esteem, and self-management of their learning, besides parametric issues is needed to make it affirmative in future studies. The relevance of this research is the study of new theoretical perspectives in the Brazilian Science Education, as the work of G.H. Mead, Neil Keddie and Robert Park, as well as the concepts from the Chicago Sociological School and the New Sociology of Education. Those works allowed us to understand the social organization of the school environment and the psychological factors that lead to the situation of school evasion imbricated in the relation between the teaching and learning of Science and Mathematics. In addition, this research introduces a social perspective to a growing research field of new methodological orientations, known as Active Learning. From this, it is intended to contribute to the expansion and foundation of concepts related to school evasion and Active Learning, focusing on Science Teaching and Blended Learning.
This study aimed to investigate the reasons of difficulties in learning Physics presented by a group of high school first-year students and the potential of Active Learning methodologies to change the school social environment perception of the students and improving their skills to learn and act in a democratic curriculum perspective. An Ecological, exploratory and qualitative investigation was performed to comprehend learning difficulties and student's perceptions of the school environment. The Ecological approach understands students actions and behaviors related to the social organization of the school. Thereby, understanding that the school environment directly influences students' social behavior and, consequently, their learning, the research sought to recognize how the students themselves explain the social relations existing in the school environment and its psychological and sociological consequences. The main result found in the research, through the phenomenological analysis of focus groups performed with the students, was the presence of school-related stigmas, named School Stigmas, which can be directly related to evasion and school failure. Trying to change this primary results, face-to-face and online learning actions aiming to social integrate students into a learning community were articulated to introduce them into a Blended Learning proposal. Thus, the research concludes that, after six months of activities, the developed actions indicate the reduce manifestation of School Stigmas by increasing student's motivation, self-esteem, and self-management of their learning, besides parametric issues is needed to make it affirmative in future studies. The relevance of this research is the study of new theoretical perspectives in the Brazilian Science Education, as the work of G.H. Mead, Neil Keddie and Robert Park, as well as the concepts from the Chicago Sociological School and the New Sociology of Education. Those works allowed us to understand the social organization of the school environment and the psychological factors that lead to the situation of school evasion imbricated in the relation between the teaching and learning of Science and Mathematics. In addition, this research introduces a social perspective to a growing research field of new methodological orientations, known as Active Learning. From this, it is intended to contribute to the expansion and foundation of concepts related to school evasion and Active Learning, focusing on Science Teaching and Blended Learning.
Descrição
Palavras-chave
Metodologias ativas, Evasão escolar, Estigma escolar, George Herbert Mead, Instituto Federal de Educação Ciência e Tecnologia Farroupilha, Active learning, School evasion, School stigma, Farroupilha Federal Institute of Education Science and Technology