Intervenção reflexiva: instrumento de formação continuada do educador especial
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Data
2005-08-01
Autores
Leite, Lúcia Pereira [UNESP]
Aranha, Maria Salete Fábio [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de Brasília (UnB), Instituto de Psicologia
Resumo
O presente artigo busca demonstrar a ocorrência de mudanças na prática pedagógica de uma professora, durante o período em que se fez a reflexão teórico-metodológica sobre essa prática, à luz de proposições da Psicologia sócio-histórica. Foram realizados 20 encontros reflexivos com uma professora da Educação Especial, a partir da análise de gravações das situações ocorridas em sala de aula. As discussões promovidas compreendiam aspectos relacionados ao processo de ensino e de aprendizagem na atividade docente. Foram examinadas as locuções verbais da professora e observaram-se indícios de mudança no que se refere ao foco de atenção, quando ela analisa seus problemas pedagógicos, na consideração da multideterminação dos problemas de ensino e aprendizagem, na concepção de aluno, no método de ensino, no estabelecimento e valorização da relação professor-aluno e da interação de alunos. Os resultados obtidos sinalizaram que a interação reflexiva mostrou-se um instrumento útil para a formação continuada de professores.
This study aims to identify the occurrence of changes in a teacher's pedagogical practice during a period when a reflection about this practice was done, based on theoretical propositions of social-historical Psychology. Twenty reflexive meetings were performed with a Special Education teacher aiming to propitiate the reflection of her pedagogical practice from the analysis of recordings of occurred situations in the classroom. The fostered discussions along this study were based theoretically on aspects related to the educational and learning process. The teacher s educational actions in the attempt to verify the occurrence of changes when she analyses her pedagogical problems regarding the multi-determination of the educational and learning problems, the student's conception, the educational method, the establishment and valorization of the teacher-student relation or students' interaction. The obtained results signalized that the reflexive interaction seems to be a useful instrument for the continued formation of teachers, indicating ways to their performance.
This study aims to identify the occurrence of changes in a teacher's pedagogical practice during a period when a reflection about this practice was done, based on theoretical propositions of social-historical Psychology. Twenty reflexive meetings were performed with a Special Education teacher aiming to propitiate the reflection of her pedagogical practice from the analysis of recordings of occurred situations in the classroom. The fostered discussions along this study were based theoretically on aspects related to the educational and learning process. The teacher s educational actions in the attempt to verify the occurrence of changes when she analyses her pedagogical problems regarding the multi-determination of the educational and learning problems, the student's conception, the educational method, the establishment and valorization of the teacher-student relation or students' interaction. The obtained results signalized that the reflexive interaction seems to be a useful instrument for the continued formation of teachers, indicating ways to their performance.
Descrição
Palavras-chave
formação continuada, educação especial, intervenção reflexiva, continued formation, special education, reflexive intervention
Como citar
Psicologia: Teoria e Pesquisa. Instituto de Psicologia, Universidade de Brasília (UnB), v. 21, n. 2, p. 207-215, 2005.