Mudar o ensino?: concepções, perspectivas e valores de professores de 5ª a 8ª séries
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Data
1994-08-01
Autores
Chakur, Cilene Ribeiro de Sá Leite [UNESP]
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Editor
Universidade de São Paulo (USP), Faculdade de Filosofia Ciências e Letras de Ribeirão Preto
Resumo
O artigo relata uma experiência, parte de Projeto mais amplo, visando conduzir professores de 1° grau a refletirem sobre os fundamentos de sua prática e sensibilizá-los à mudança. O trabalho desenvolveu-se em encontros semanais mediante debates, painéis, dramatização, coleta de dados junto a alunos e aplicação da técnica das palavras-chave. Os resultados mostram avanços na tomada de consciência do professor quanto ao próprio papel e aos pressupostos de sua ação, além do predomínio de visão equilibrada sobre o modelo tradicional de ensino e perspectiva positiva quanto a sua mudança. As conclusões apontam para a necessidade constante de o professor rever os fundamentos de sua atuação e de buscar ultrapassar o nível do simples fazer da prática, em direção a sua compreensão.
The paper reports an experience, part of one more extensive Project, intending to lead First Grade teachers to a reasoning about the groundwork of their own practice and to make them sensitive to a change. The work was developed in weekly meetings by means of debates, panels, dramatization, research about pupils' data and application of the key-words technique. The results show advances in the teacher's consciousness about his own role and acting pressupositions and also one balanced view about the traditional teaching model and one positive perspective leading to its change. The conclusions point out to the teacher's constant need of reviewing his acting groundwork and of trying to surpass the mere doing of his practice, and looking forward to its comprehension.
The paper reports an experience, part of one more extensive Project, intending to lead First Grade teachers to a reasoning about the groundwork of their own practice and to make them sensitive to a change. The work was developed in weekly meetings by means of debates, panels, dramatization, research about pupils' data and application of the key-words technique. The results show advances in the teacher's consciousness about his own role and acting pressupositions and also one balanced view about the traditional teaching model and one positive perspective leading to its change. The conclusions point out to the teacher's constant need of reviewing his acting groundwork and of trying to surpass the mere doing of his practice, and looking forward to its comprehension.
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Como citar
Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, n. 7, p. 19-32, 1994.