Ensino e aprendizagem de didática no curso de pedagogia: contribuições da teoria desenvolvimental de V.V. Davídov

• Ano de defesa: 2010
• Autor(a) principal: Marzari, Marilene
• Orientador(a): Freitas, Raquel Aparecida Marra da Madeira
• Banca de defesa: Rosa, Dalva Eterna Gonçalves , Tiballi, Elianda Figueiredo Arantes , Libâneo, José Carlos , Sforni, Marta Sueli de Faria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Didática; Ensino desenvolvimental; Pensamento teórico
• Palavras-chave em Inglês: Teaching; Developmental education; Theoretical thinking
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/693

This study is inserted in didactics fields and its main objective is to analyze the contributions of the theory of developmental education for the formation of theoretical thinking in teaching, of the students who attend the Education-Degree Course in a private educational institution from Barra do Garças-MT, and prepare to be teachers in early childhood education and early years of elementary school. The theoretical framework which guided the study was based on Vygotsky s historical-cultural theory, Leontiev s activity theory and Davidov s developmental education theory, and other authors like Chaiklin, Lompscher, Hedegaard, among others who conduct research, at di{erent levels of education, in order to think of an education that helps students to develop a thought which exceeds that of formal logic. The qualitative research had as its procedures data collection, observation, interviews, document analysis and the achievement of a didactic-formative experiment. The observation made during the pedagogical week at the institution, and, more specifically, the investigated classroom, helped to understand what and how teachers and students think about the teaching and learning. The interviews with teachers and students directly involved with the research revealed important data about the didactic, especially in the case of a training course for teachers. The reading of the Institutional Development Plan revealed the political, administrative and educational intentions of the institution, as for the analysis of the Political Pedagogical Project from the Pedagogy Course helped especially in understanding the curriculum structure and course rules. The formative-teaching experiment developed with the students from the fourth semester of Pedagogy followed the structure of learning activity proposed by Davívov in which di{erent actions, operations and tasks were planned for each of the di{erent concepts that are considered necessary for the internalization, appropriation and reproduction of the essential in teaching, in this study, the teaching process. The analysis of the survey revealed that teachers, mostly blame the students for not learning enough and exempt themselves from the responsibilities of rethinking in a better form to organize the process, which is predominantly transmissive and it is based on the conception of a formal logic. Students, in turn, tend to accept well this teaching practice and hardly put themselves as active citizens in their learning process. If, on one hand, there is an academic background which results in a di{erent conception of teaching, on the other hand, the implementation of a formative- educational experiment shows that there are real opportunities to develop students cognitive thinking. For this reason, the teaching activities should start from a theoretical logic, i.e., from general to particular, from the collective to the individual, from abstract to concrete, designed in order to enable students to form the theoretical thought which is essential to the development of cognitive thinking.