Uma análise da Política Nacional de Educação segundo as propostas de Skinner

• Ano de defesa: 2010
• Autor(a) principal: Matheus, Natália de Mesquita
• Orientador(a): Pereira, Maria Eliza Mazzilli
• Tipo de documento: Dissertação
• 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: Psicologia
• País: BR
• Palavras-chave em Português: Análise do comportamento; Skinner, Política Nacional de Educação
• Palavras-chave em Inglês: Behavior Analysis; Brazilian educational policy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16889

B. F. Skinner was a scientist concerned about education. In the present study Skinner`s proposals for education are used as a parameter to analyze Brazil`s educational policy. Skinner`s articles related to education were selected from Andery, Micheletto and Sério (2004), by searching one of the following words: Teach(ing), Learning, Education, Instruction, Student(s), Classroom, Teachers, School, Scholar either in the article`s or in the journal`s title. By reading 38 of the 40 articles which were initially identified it was possible to select 35 articles which were used in the analysis, including all chapters of The Technology of Teaching (1968/2003). Brazilian educational policy is represented in the present study by Plano de Metas Compromisso Todos pela Educação ( All committed do education ) (Decreto n.º 6.094, 2007) and by the official documents which were produced based on the first one, which were considered complementary to it: Field Guide (Ministério da Educação, 2007) and Practical Guide for Action (Ministério da Educação, s/d). Based on the reading of Skinner`s writings and the selected documents, fifteen themes were identified to group the 28 guidelines of All committed to education and to analyze them according to Skinner`s perspective: learning, educational targets, instruction planning, student`s assessment, pace of instruction, inclusion (for special education students), student`s permanence at school, drop-out, student`s attendance, infrastructure, assistance for teaching professionals, teacher‟s training, teacher`s assessment, policy evaluation and social control. Passages from Skinner`s articles were utilized to illustrate/support the analysis. Nine of the 15 themes (learning, educational targets, student`s assessment, student`s attendance, pace of instruction, assistance for teaching professionals, teacher‟s training, teacher`s assessment, policy evaluation) were considered as possible approaches between Skinner‟s proposals and those of the policy analyzed; however, two of these nine themes also contain disagreement as to some aspects: in the documents analyzed teaching assessment is disconnected from student`s assessment, and there is a proposal of paying salaries according to professional performance; a third disagreement point is related to the community role in education. Of the five other themes, three were considered as aspects which the legislation leaves open to more specific proposals, and in which Skinner`s proposals could fit: instructional planning, student`s permanence at school and anti-drop-out measures; the other two themes (inclusion and infrastructure) were considered as aspects of the legislation which fit in to Skinner`s proposals, although Skinner himself has not directly proposed them. To identify possible similarities between the educational policy and Skinner`s proposals can be considered as the first step to assume that the new educational practices to be created by the legislation will produce the relevant behaviors that are needed to improve teaching. The monitoring of the results of such practices in the whole system is necessary