Concepções de ensino e de aprendizagem de professoras de ciências do ensino público
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Tipo
TCC
Data de publicação
2019
Periódico
Citações (Scopus)
Autores
Oliveira, Renata Morais
Orientador
Pechliye, Magda Medhat
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Resumo
Sabe-se que há presente na educação muitas perspectivas e abordagens de ensino e de aprendizagem - dentre elas a tradicional que tem sido fortemente criticada pelos docentes ultimamente, mas ainda muito utilizada em suas práticas. Essa crítica se dá devido ao fato de uma abordagem tradicional apresentar de modo geral uma relação vertical entre educador e educando - na qual os professores são considerados transmissores do conhecimento e os alunos receptores - não sendo considerado a presença de seus conhecimentos prévios e bagagem hereditária sobre determinado assunto. Isso gera uma reprodução do conhecimento, que não é e nem pode ser considerada aprendizagem, já que o aluno não o constrói e sim apenas o memoriza para eventual reprodução. Portanto, visa-se por meio deste trabalho reconhecer as concepções de ensino e de aprendizagem declaradas pelas professoras de Ciências entrevistadas e compará-las com sua prática. Acredita-se na importância de conhecer as principais abordagens e concepções destas professoras de Ciências de rede pública de São Paulo, para buscar compreender as limitações e dificuldades envolvidas ao se aplicar as aulas e propor atividades que fujam desta concepção tradicional. Além disso, esse diagnóstico traz o propósito de verificar a coerência destas professoras entre seus discursos e práticas em sala de aula. Isso se deu por meio da seleção destas duas professoras ex-alunas da Universidade Presbiteriana Mackenzie (UPM) que foram posteriormente acompanhadas em uma determinada sequência de aulas; passaram por uma entrevista com perguntas semiestruturadas que foram transcritas de forma literal, e posterior análise e categorização de eventos e falas acompanhadas pelas mesmas. Os resultados deste trabalho apontaram que, de maneira geral as professoras em questão - apesar de possuírem as limitações do ambiente, da sociedade, das relações com os alunos e influências sobre estes - apresentam práticas que fogem da tradicional e trazem em seus discursos que buscam por meio de suas aulas a formação de um aluno crítico, reflexivo e consciente em uma sociedade opressora.
It is known that there are in the educational system many teaching and learning perspectives or approaches - among them the traditional one which has been strongly criticized by teachers lately, but is still widely used in their practices. This criticism is due to the fact that a traditional approach usually presents a vertical relationship between educator and student, in which teachers are seen as transmitters of knowledge and students are considered as only receiving actors – what causes the absence of their previous knowledge and hereditary background about some particular subjects. This generates a knowledge reproduction, which is not and cannot be considered learning itself, since the student does not build it and only memorizes it so eventually reproduce it. Therefore, this paper aims to recognize the teaching and learning conceptions declared by Science teachers interviewed and also compare them with their own practice. It is believed that the importance of knowing the main approaches and conceptions of these Public School Science teachers from São Paulo is essential in order to understand the limitations and difficulties involved when applying the planned classes. In addition, this diagnosis brings the purpose of promoting activities that escape from this traditional conception of learning, so it’s possible to verify the coherence between teachers on their speeches and on their classroom practices. This was achieved through the selection of these two former alumni teachers from Mackenzie Presbyterian University (UPM), who were later followed up in a sequence of classes; they participated on an interview with semi-structured questions that were literally transcribed and later analyzed and categorized in harmony to events and speeches by them. The results of this paper indicated that, in general, the teachers approached - despite having the limitations of the environment, society, relationships with the students and influences on them -present practices that differ from traditional scenarios and bring in their speech that they look forward for having on their classes the enhancement of a critical, reflective and conscious student in an oppressive society.
It is known that there are in the educational system many teaching and learning perspectives or approaches - among them the traditional one which has been strongly criticized by teachers lately, but is still widely used in their practices. This criticism is due to the fact that a traditional approach usually presents a vertical relationship between educator and student, in which teachers are seen as transmitters of knowledge and students are considered as only receiving actors – what causes the absence of their previous knowledge and hereditary background about some particular subjects. This generates a knowledge reproduction, which is not and cannot be considered learning itself, since the student does not build it and only memorizes it so eventually reproduce it. Therefore, this paper aims to recognize the teaching and learning conceptions declared by Science teachers interviewed and also compare them with their own practice. It is believed that the importance of knowing the main approaches and conceptions of these Public School Science teachers from São Paulo is essential in order to understand the limitations and difficulties involved when applying the planned classes. In addition, this diagnosis brings the purpose of promoting activities that escape from this traditional conception of learning, so it’s possible to verify the coherence between teachers on their speeches and on their classroom practices. This was achieved through the selection of these two former alumni teachers from Mackenzie Presbyterian University (UPM), who were later followed up in a sequence of classes; they participated on an interview with semi-structured questions that were literally transcribed and later analyzed and categorized in harmony to events and speeches by them. The results of this paper indicated that, in general, the teachers approached - despite having the limitations of the environment, society, relationships with the students and influences on them -present practices that differ from traditional scenarios and bring in their speech that they look forward for having on their classes the enhancement of a critical, reflective and conscious student in an oppressive society.
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Palavras-chave
concepções e abordagens , ensino e aprendizagem , educação tradicional , relação professor-aluno , conceptions and approaches , teaching and learning , traditional education , teacher-student relationship