Behaviorismo radical e análise do comportamento: uma caracterização literária e suas implicações para o ensino.
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Data
2021-11-26
Autores
Velho, Matheus Almeida da SIlva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Baseado em determinantes historicamente investigados na literatura, o presente trabalho buscou produzir uma relação entre obras que abordassem o tema de equívocos, más compreensões, mitos ou discordâncias acerca da Análise do Comportamento e do Behaviorismo Radical, com a dimensão do ensino e suas possíveis implicações. Partindo de um levantamento bibliográfico foram definidas duas categorias de análise baseadas nas estratégias metodológicas dos textos: literatura discursiva e literatura empírica. Esta divisão foi confeccionada a partir de uma adaptação da estratégia metodológica do PICT (Procedimento de Interpretação Conceitual de Texto) e norteou a investigação produzida, apresentando os pontos principais de cada obra selecionada e as possíveis convergências entre elas, bem como seus apontamentos sobre o ensino. Diante dos dados obtidos se buscou identificar quais impactos esta literatura apresentou na produção de planejamentos de ensino-aprendizagem na área comportamental e seu alcance no que tange a resolução da própria questão dos equívocos, mitos ou discordâncias. Neste ínterim, as análises demonstraram baixíssimas articulações pragmáticas para intervir sobre o problema apresentado, ou elementos que promovessem uma instrumentalização dos dados obtidos pelos autores para a área de ensino, indicando que talvez seja necessário a produção de uma nova perspectiva para guiar as pesquisas futuras na área. Mediante a isso, buscou-se produzir hipóteses que possam contribuir na construção desses rumos, trazendo uma articulação que envolva o vasto acervo da literatura sobre equívocos, as contribuições analítico-comportamentais e seus aportes com o ensino-aprendizagem.
Using historical facts proven by literature, this paper has tried to create a connection between titles that tackle misconceptions, misunderstanding, myths or disagreements about Behavior Analysis and Radical Behaviorism, taking into account learning and its possible implications. Starting from a look through bibliographies two analytics categories were defined from the methodologic strategies of the titles: discursive literature and empirical literature. This division was thought out considering an adaptation of the methodological strategy of a conceptual interpretation procedure of research and was the leading point of the objective of investigation, introducing the main points of each selected title and the possible convergencies between them, as well as their findings about teaching. From the obtained data it was identified which impacts this literature has showed on the production of learning-teaching planning on the behavior field and its reach on the resolution of the question itself regarding misconceptions, myths or disagreements. Regarding this, the analyses have pointed out extremely low pragmatical articulacy that is able to intervene on the issue at hand, or elements who could promote an use of data obtained by authors of the field for the teaching environment, indicating a possible need for the production of new perspectives to guide further researches. With this on mind, there was an attempt to create hypothesis that may contribute to the construction of these new possibilities, bringing life to a dialogue that encompass the vast amount of literature about these misconceptions, the analytical-behavioral contributions and its offerings as learning-teaching.
Using historical facts proven by literature, this paper has tried to create a connection between titles that tackle misconceptions, misunderstanding, myths or disagreements about Behavior Analysis and Radical Behaviorism, taking into account learning and its possible implications. Starting from a look through bibliographies two analytics categories were defined from the methodologic strategies of the titles: discursive literature and empirical literature. This division was thought out considering an adaptation of the methodological strategy of a conceptual interpretation procedure of research and was the leading point of the objective of investigation, introducing the main points of each selected title and the possible convergencies between them, as well as their findings about teaching. From the obtained data it was identified which impacts this literature has showed on the production of learning-teaching planning on the behavior field and its reach on the resolution of the question itself regarding misconceptions, myths or disagreements. Regarding this, the analyses have pointed out extremely low pragmatical articulacy that is able to intervene on the issue at hand, or elements who could promote an use of data obtained by authors of the field for the teaching environment, indicating a possible need for the production of new perspectives to guide further researches. With this on mind, there was an attempt to create hypothesis that may contribute to the construction of these new possibilities, bringing life to a dialogue that encompass the vast amount of literature about these misconceptions, the analytical-behavioral contributions and its offerings as learning-teaching.
Descrição
Palavras-chave
Comportamento humano, Erros científicos, Sistemas de ensino, Avaliação de comportamento, human behavior, Radical behaviorism, Teaching, Misconceptions, Disagreements