Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino

• Ano de defesa: 2022
• Autor(a) principal: Pieretti, Ana Alice Reis
• Orientador(a): Pereira, Maria Eliza Mazzilli
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Instrução Programada; Sistema Personalizado de Ensino; Máquinas de ensinar; B.F. Skinner
• Palavras-chave em Inglês: Programmed Instruction; Personalized System of Instruction; Teaching machines; B.F. Skinner
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/25785

There is a demand for Distance Education courses and Open and Massive Online Courses (MOOCs). However, the way in which Behavior Analysis ideas are portrayed in the MOOC literature presents many inaccuracies. Considering this scenario, it is important to think about an effective teaching method and present the behavioral analytical assumptions for education. Thus, this study aimed to identify the principles of Behavior Analysis that supported the proposals for Programmed Instruction and the Personalized System of Instruction (PSI). To do this, 28 published texts and 77 unpublished materials written by Skinner that addressed Programmed Instruction and teaching machines were selected and analyzed. The materials were read as a whole and analyzed considering the characteristics of Programmed Instruction and PSI. It was observed that the writing of materials on education by Skinner was more frequent in the late 1950s and early 1960s, after which, there are few materials produced on this topic. The principles of IP and PSI resulting from the analysis were: (a) the students' repertoire must be considered when designing the program; (b) aversive stimuli must be reduced and access to reinforcers increased; (c) a more complex repertoire depends on the acquisition of others, which must be modeled; (d) the teacher takes on other roles in addition to transmitting content, such as: identifying the students' repertoire, preparing and reviewing the material, describing objectives in a behavioral manner, among other functions. At the same time, the student takes on a more active role; (e) the acquisition of repertoires must be guaranteed by the teaching program; (f) use of immediate reinforcement to correct answers; (g) construction of varied repertoires. From this analysis, it was also possible to observe that the view of the authors of MOOC on Behavior Analysis is correct in the following aspects: (a) learning results from the interaction of the organism with the environment and is linked to behavioral changes; (b) role of the teacher in the preparation of teaching material. However, in other aspects, the authors present an erroneous notion in relation to Behavior Analysis and its proposal for education, such as: (a) view of behaviorism as outdated; (b) the student have a passive role in teaching; (c) the objective of teaching would be the transmission of information, without considering creative and critical thinking; (d) the behavioral-analytic view of education is similar to what traditionally occurs in educational institutions. Another aspect addressed in this work are some possibilities of contribution of the principles resulting from the analysis of Skinner's material for MOOCs, such as: (a) evaluation of the student's repertoire for the customization of the course; (b) flexibility to complete courses; (c) organization of content from the simplest to the most complex; (d) presentation of constant responses followed by feedback; (e) use of fading of hints; (f) review of course material; (g) elaboration of behavioral goals