Atividade de estudo e consciência crítica do professor: processo de intervenção formativa histórico-cultural
Carregando...
Arquivos
Data
2019-09-30
Autores
Simões, Jéssica Priscila [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho sintetiza o percurso de uma pesquisa intervenção formativa que teve como objeto de estudo o desenvolvimento da consciência crítica do professor a partir da atividade de estudo. Partimos para tanto da compreensão de que a psicologia históricocultural possui pressupostos importantes que podem auxiliar na compreensão do desenvolvimento humano e assim contribuir para o direcionamento de atividades educativas, visto a compreensão nessa perspectiva de que é por meio da educação que o ser humano se apropria do arcabouço cultural, humanizando-se. Foram realizadas observações sistemáticas em sala de aula do 2º ano do ensino fundamental de uma escola municipal de Birigui/SP, em que depreendemos como um dos problemas mais gerais a questão da organização das atividades escolares que se davam de modo fragmentado: professora e alunos realizando atividades distintas e desconexas, evidenciando influências das concepções pedagógicas que norteiam a prática, ora de cunho tradicional, ora construtivista, ou como um amalgama dessas com experiências práticas que se interpõe dependendo das demandas apresentadas em sala. O problema de nossa pesquisa se configurou em saber: a compreensão pelo professor das atividades de ensino e estudo como unidade pode favorecer a mudança de sua atividade e a consequente reorganização dessa? O objetivo mais amplo desse trabalho se configurou em compreender a relação entre a atividade de estudo e o desenvolvimento da consciência crítica do professor, que estruturamos com os seguintes passos: conhecer a concepção de desenvolvimento que norteia a prática do professor; compreender as implicações dessa concepção na atividade de ensino do professor em sala de aula; analisar as implicações de um processo de intervenção formativa histórico-cultural de atividade de estudo com o professor e discutir os desdobramentos desse processo na prática do professor em sala de aula. A pesquisa intervenção formativa foi realizada com uma professora do ensino fundamental do município de Birigui/SP, sendo os encontros de estudo gravados em áudio e transcritos para análise posterior. Com a apresentação dos dados e análise podemos compreender que as condições objetivas da educação e instituição escolar precárias, obstaculizam a implantação de práticas norteadas por teorias críticas, e que se faz necessária e imprescindível a conscientização crítica dos sujeitos para o enfrentamento e transformação das condições materiais e não materiais na educação.
This paper synthesizes the course of a formative intervention research that had as its object of study the development of the teacher's critical conscience from the study activity. We start from the understanding that historical-cultural psychology has important assumptions that can help in understanding human development and thus contribute to the direction of educational activities, considering the understanding in this perspective that it is through education that the human being appropriates the cultural framework, humanizing itself. Systematic observations were made in the classroom of the 2nd year of elementary school of a municipal school in Birigui / SP, where we understood as one of the most general problems the question of the organization of school activities that took place in a fragmented way: teacher and students performing distinct and disconnected activities, showing influences of the pedagogical conceptions that guide the practice, sometimes of a traditional nature, sometimes constructivist, or as an amalgamation of these with practical experiences that interpose depending on the demands presented in the classroom. The problem of our research was to know: can the teacher's understanding of teaching and study activities as a unit favor the change of its activity and the consequent reorganization of this? The broad objective of this work was to understand the relationship between the study activity and the development of the teacher's critical conscience, which we structured with the following steps: to know the conception of development that guides the teacher's practice; understand the implications of this conception on the teacher's teaching activity in the classroom; analyze the implications of a historical-cultural formative intervention process of study activity with the teacher and discuss the unfolding of this process in the teacher's practice in the classroom. The formative intervention research was conducted with an elementary school teacher from Birigui / SP, and the study meetings were recorded in audio and transcribed for later analysis. With the presentation of the data and analysis we can understand that the objective conditions of education and precarious school institution, hinder the implementation of practices guided by critical theories, and that it is necessary and indispensable the critical awareness of the subjects to face and transform material conditions and not materials in education.
This paper synthesizes the course of a formative intervention research that had as its object of study the development of the teacher's critical conscience from the study activity. We start from the understanding that historical-cultural psychology has important assumptions that can help in understanding human development and thus contribute to the direction of educational activities, considering the understanding in this perspective that it is through education that the human being appropriates the cultural framework, humanizing itself. Systematic observations were made in the classroom of the 2nd year of elementary school of a municipal school in Birigui / SP, where we understood as one of the most general problems the question of the organization of school activities that took place in a fragmented way: teacher and students performing distinct and disconnected activities, showing influences of the pedagogical conceptions that guide the practice, sometimes of a traditional nature, sometimes constructivist, or as an amalgamation of these with practical experiences that interpose depending on the demands presented in the classroom. The problem of our research was to know: can the teacher's understanding of teaching and study activities as a unit favor the change of its activity and the consequent reorganization of this? The broad objective of this work was to understand the relationship between the study activity and the development of the teacher's critical conscience, which we structured with the following steps: to know the conception of development that guides the teacher's practice; understand the implications of this conception on the teacher's teaching activity in the classroom; analyze the implications of a historical-cultural formative intervention process of study activity with the teacher and discuss the unfolding of this process in the teacher's practice in the classroom. The formative intervention research was conducted with an elementary school teacher from Birigui / SP, and the study meetings were recorded in audio and transcribed for later analysis. With the presentation of the data and analysis we can understand that the objective conditions of education and precarious school institution, hinder the implementation of practices guided by critical theories, and that it is necessary and indispensable the critical awareness of the subjects to face and transform material conditions and not materials in education.
Descrição
Palavras-chave
Atividade de estudo, Ensino desenvolvimental, Pesquisa intervenção formativa, Atividade pedagógica, Study activity, Developmental teaching, Formative intervention research, Pedagogical activity