Um olhar sobre as estratégias pedagógicas à luz do método ativo: possibilidades de (re)significação da prática docente no ensino fundamental
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Data
2017-11
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Martins, Silvana Neumann
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As transformações sociais, econômicas, políticas, culturais e tecnológicas, ocorridas nas últimas décadas, têm impactado de forma significativa a vida das pessoas, as relações estabelecidas entre elas, o mundo do trabalho e, por conseguinte, a escola. Nesse sentido, a escola, enquanto espaço político, tem, além de sua função social, o seu processo educativo igualmente impactado. Assim, na tentativa de buscar adequar-se às mudanças, é desafiada a alterar também as práticas tradicionais que a caracterizam, demandando de professores e professoras, na contemporaneidade, novas formas de pensar os processos de ensino e de aprendizagem para atender aos estudantes deste momento histórico. Diante disso, a presente pesquisa propôs-se a analisar as possibilidades de (re) significação da prática docente no Ensino Fundamental a partir do olhar sobre as estratégias pedagógicas à luz do método ativo em uma escola de Educação Básica situada na cidade de São Luís-MA. A aborda gem teórica que a substanciou versou sobre a formação docente com base nos pressupostos de Silva (2010); Cortella (2014);Brito (2007);Cunha (2013); Hengemühle (2014);Schön (1995); Tardif (2010); Tardif e Lessard (2014); Nóvoa (2009); sobre os saberes da docência, segundo Hengemühle (2014); Tardif e Lessard (2014); Werthein (2000); Tardif (2010); Berbel (2011); Freire (2015); e sobre o método ativo, tendo como suporte Freire (2015); Berbel (2011); Abreu (2009), Dewey (1979); Medeiros (2014); Moran(2015); Vickery et al.(2016);Pereira (2012); e Santos (2010); Este estudo teve, como sujeitos de pesquisa, sete professoras do Ensino Fundamental. A priori, foi realizada uma intervenção pedagógica por meio de um curso de formação continuada pautado no método ativo e, simultaneamente, o acompanhamento dessas docentes. Ao final, foram avaliadas duas professoras a fim de verificar a ocorrência, ou não, de (re) significação da prática docente. Trata-se de uma pesquisa com abordagem qualitativa, com procedimentos técnicos de estudo de caso e com aproximação dos pressupostos da pesquisa-ação. Os dados foram
coletados por meio de questionário, planos de aula e diário de bordo e foram analisados com base na técnica da análise textual discursiva proposta por Moraes e Galiazzi (2013). Da análise dos dados emergiram três categorias: a) As concepções das professoras sobre ensino e aprendizagem, b) A atribuição de sentidos pelas
professoras durante a formação e c) As repercussões da formação continuada na prática docente. Os resultados evidenciaram a significação e ressignificação das práticas por meio da adoção de estratégias pedagógicas que tinham como foco a ação e o protagonismo do estudante, além de intencionalidade pedagógica e clareza de propósitos manifestadas no planejamento de situações de aprendizagem, a partir
do método ativo.
The social, economic, political, cultural and technological transformations that have occurred in the last decades, have had a significant impact on people‟s lives, the relations established between them, the world of work and, as consequence the school. In this sense, the school, as a political space, has, besides its social function, its educational process, equally impacted. And, in an attempt to adapt itself to changes, it also changes the traditional practices that characterize it, demanding of teachers in contemporaneity, new ways to thinking about teaching and learning processes to attend the students of this historical moment. Thus, the present research proposed to analyze the possibilities of (re)signification of the teaching practice in Elementary School from the look on the teaching strategies in light of the active method in a school of Basic Education located in the city of São Luís-MA. The theoretical approach that substantiated it versed about teacher training based on the assumptions of Schön (1995); Nóvoa (2009); Tardif (2010); Hengemühle (2014); the knowledge of teaching Tardif (2014); Freire (2015); and about active method Berbel (2011); Freire (2015); Abreu (2009); Dewey (1979); Medeiros (2014); Santos (2010); Pereira (2012). This study had as subjects of research, seven Elementary School teachers. A priori, was done one pedagogical intervention by means of a continuing education course based on the active method and, in the same moment the accompaniment of these teachers. At the end, two teachers were evaluated in order to verify the occurrence, or not of (re)signification of the teaching practice. It is a research with a qualitative approach, with technical procedures of case study and with approximation of the presuppositions of action research. The data were collected through a questionnaire, lesson plans and logbook and were analyzed based on the discursive textual analysis technique proposed by Moraes e Galiazzi (2013). From the data analysis emerged three categories: a) The conceptions about teaching and learning, b) The attribution of meanings by the teachers during the training and c) The repercussions of continuing education on teaching practice whose results showed the re-signification of the practice through the adoption of pedagogical strategies that had as focus the action and the protagonism of the student, besides the obvious clarity of purpose manifested in the planning of learning situations, from the active method.
The social, economic, political, cultural and technological transformations that have occurred in the last decades, have had a significant impact on people‟s lives, the relations established between them, the world of work and, as consequence the school. In this sense, the school, as a political space, has, besides its social function, its educational process, equally impacted. And, in an attempt to adapt itself to changes, it also changes the traditional practices that characterize it, demanding of teachers in contemporaneity, new ways to thinking about teaching and learning processes to attend the students of this historical moment. Thus, the present research proposed to analyze the possibilities of (re)signification of the teaching practice in Elementary School from the look on the teaching strategies in light of the active method in a school of Basic Education located in the city of São Luís-MA. The theoretical approach that substantiated it versed about teacher training based on the assumptions of Schön (1995); Nóvoa (2009); Tardif (2010); Hengemühle (2014); the knowledge of teaching Tardif (2014); Freire (2015); and about active method Berbel (2011); Freire (2015); Abreu (2009); Dewey (1979); Medeiros (2014); Santos (2010); Pereira (2012). This study had as subjects of research, seven Elementary School teachers. A priori, was done one pedagogical intervention by means of a continuing education course based on the active method and, in the same moment the accompaniment of these teachers. At the end, two teachers were evaluated in order to verify the occurrence, or not of (re)signification of the teaching practice. It is a research with a qualitative approach, with technical procedures of case study and with approximation of the presuppositions of action research. The data were collected through a questionnaire, lesson plans and logbook and were analyzed based on the discursive textual analysis technique proposed by Moraes e Galiazzi (2013). From the data analysis emerged three categories: a) The conceptions about teaching and learning, b) The attribution of meanings by the teachers during the training and c) The repercussions of continuing education on teaching practice whose results showed the re-signification of the practice through the adoption of pedagogical strategies that had as focus the action and the protagonism of the student, besides the obvious clarity of purpose manifested in the planning of learning situations, from the active method.
Descrição
Palavras-chave
Formação docente; Estratégias pedagógicas; Método ativo; Ensino Fundamental; Teacher Training; Pedagogical Strategies; Active Method; Elementary School
Citação
BALDEZ, Alda Leila Santos. Um olhar sobre as estratégias pedagógicas à luz do método ativo: possibilidades de (re)significação da prática docente no ensino fundamental. 2017. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 27 nov. 2017. Disponível em: http://hdl.handle.net/10737/2530.