Situações de aprendizagem e promoção da autonomia na sala de aula universitária
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Católica de Brasília
|
Programa de Pós-Graduação: |
Programa Stricto Sensu em Psicologia
|
Departamento: |
Escola de Saúde e Medicina
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Resumo em Inglês: | The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge. |
Link de acesso: | https://bdtd.ucb.br:8443/jspui/handle/tede/2488 |
Resumo: | The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge. |
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Freitas, Lêda Gonçalves dehttp://lattes.cnpq.br/8076487547964658http://lattes.cnpq.br/9793181439566537Silva Junior, Juarez Moreira da2018-11-09T16:12:58Z2018-08-07SILVA JUNIOR, Juarez Moreira da. Situações de aprendizagem e promoção da autonomia na sala de aula universitária. 2018. 167 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Católica de Brasília, Brasília, 2018.https://bdtd.ucb.br:8443/jspui/handle/tede/2488The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge.A presente tese versa sobre situações de aprendizagem e promoção da autonomia na sala de aula universitária. Apresenta como objetivo geral analisar que relações existem entre situações de aprendizagem e promoção da autonomia do estudante. Trata-se de uma pesquisa de campo qualitativa, de natureza descritiva-analítica. Procurou-se observar, com base na pedagogia participativa, as situações de aprendizagem propostas pelo professor, as quais contribuem para as interações que se criam e se estabelecem no espaço sala de aula, o que favoreceu a análise de indícios de promoção da autonomia do estudante, levando-se em consideração quatro esferas inter-relacionadas: prática situada, instrução aberta, esquema crítico e prática transformada. Destaca-se que as situações de aprendizagem não podem ser reduzidas e/ou limitadas a situações-problema e ou problematização de tema/conteúdo. A partir desse resultado, conclui-se que a promoção da autonomia do estudante pode ocorrer mediante a proposta/execução/acompanhamento eficiente das esferas que compõem as situações de aprendizagem; isto é, não ocorre com a simples proposição de situações-problema sobre o conhecimento científico. Compreende-se que a autonomia é uma via de mão dupla, pois se relaciona com a atitude do professor quanto do estudante, os quais estão inseridos em um contexto educacional. Desejar o desenvolvimento da autonomia requer, além da correta utilização das situações de aprendizagem, ofertar ao estudante a oportunidade para que ele possa assumir a responsabilidade pelo seu aprendizado individual e sociocultural, o que lhe permitirá, por meio da interação, constituir-se em agente autônomo e consciente da sua prática social, por meio do domínio do conhecimento elaborado existente na sociedade, bem como do próprio modo de produzir esse conhecimento.Submitted by Biblioteca Digital de Teses e Dissertações (sdi@ucb.br) on 2018-11-08T19:32:31Z No. of bitstreams: 1 JuarezMoreiradaSilvaJuniorTese2018.pdf: 3146246 bytes, checksum: c41051f9cb46fae388f3b273416604f1 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-11-09T16:12:58Z (GMT) No. of bitstreams: 1 JuarezMoreiradaSilvaJuniorTese2018.pdf: 3146246 bytes, checksum: c41051f9cb46fae388f3b273416604f1 (MD5)Made available in DSpace on 2018-11-09T16:12:58Z (GMT). No. of bitstreams: 1 JuarezMoreiradaSilvaJuniorTese2018.pdf: 3146246 bytes, checksum: c41051f9cb46fae388f3b273416604f1 (MD5) Previous issue date: 2018-08-07application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/6037/JuarezMoreiradaSilvaJuniorTese2018.pdf.jpgporUniversidade Católica de BrasíliaPrograma Stricto Sensu em PsicologiaUCBBrasilEscola de Saúde e MedicinaAprendizagemAutonomiaSala de aula universitáriaLearningAutonomyUniversity classroomCNPQ::CIENCIAS HUMANAS::PSICOLOGIASituações de aprendizagem e promoção da autonomia na sala de aula universitáriainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasíliainstacron:UCBTHUMBNAILJuarezMoreiradaSilvaJuniorTese2018.pdf.jpgJuarezMoreiradaSilvaJuniorTese2018.pdf.jpgimage/jpeg4759https://bdtd.ucb.br:8443/jspui/bitstream/tede/2488/4/JuarezMoreiradaSilvaJuniorTese2018.pdf.jpg8c9feafe6f2462feeb3b3b4fda1f490cMD54TEXTJuarezMoreiradaSilvaJuniorTese2018.pdf.txtJuarezMoreiradaSilvaJuniorTese2018.pdf.txttext/plain358072https://bdtd.ucb.br:8443/jspui/bitstream/tede/2488/3/JuarezMoreiradaSilvaJuniorTese2018.pdf.txt0fd68430b26dab4d90d035ae4400c63cMD53ORIGINALJuarezMoreiradaSilvaJuniorTese2018.pdfJuarezMoreiradaSilvaJuniorTese2018.pdfapplication/pdf3146246https://bdtd.ucb.br:8443/jspui/bitstream/tede/2488/2/JuarezMoreiradaSilvaJuniorTese2018.pdfc41051f9cb46fae388f3b273416604f1MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81831https://bdtd.ucb.br:8443/jspui/bitstream/tede/2488/1/license.txtd7d5e5ec75089f122abe937645a56120MD51tede/2488oai:bdtd.ucb.br:tede/24882018-11-10 01:10:06.018Biblioteca Digital de Dissertações da Universidade Católica de Brasília - UCBsdi@ucb.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 |
dc.title.por.fl_str_mv |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
title |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
spellingShingle |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária Silva Junior, Juarez Moreira da Aprendizagem Autonomia Sala de aula universitária Learning Autonomy University classroom CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
title_full |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
title_fullStr |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
title_full_unstemmed |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
title_sort |
Situações de aprendizagem e promoção da autonomia na sala de aula universitária |
author |
Silva Junior, Juarez Moreira da |
author_facet |
Silva Junior, Juarez Moreira da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freitas, Lêda Gonçalves de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8076487547964658 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9793181439566537 |
dc.contributor.author.fl_str_mv |
Silva Junior, Juarez Moreira da |
contributor_str_mv |
Freitas, Lêda Gonçalves de |
dc.subject.por.fl_str_mv |
Aprendizagem Autonomia Sala de aula universitária |
topic |
Aprendizagem Autonomia Sala de aula universitária Learning Autonomy University classroom CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Learning Autonomy University classroom |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.description.abstract.eng.fl_txt_mv |
The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge. |
dc.description.abstract.por.fl_txt_mv |
A presente tese versa sobre situações de aprendizagem e promoção da autonomia na sala de aula universitária. Apresenta como objetivo geral analisar que relações existem entre situações de aprendizagem e promoção da autonomia do estudante. Trata-se de uma pesquisa de campo qualitativa, de natureza descritiva-analítica. Procurou-se observar, com base na pedagogia participativa, as situações de aprendizagem propostas pelo professor, as quais contribuem para as interações que se criam e se estabelecem no espaço sala de aula, o que favoreceu a análise de indícios de promoção da autonomia do estudante, levando-se em consideração quatro esferas inter-relacionadas: prática situada, instrução aberta, esquema crítico e prática transformada. Destaca-se que as situações de aprendizagem não podem ser reduzidas e/ou limitadas a situações-problema e ou problematização de tema/conteúdo. A partir desse resultado, conclui-se que a promoção da autonomia do estudante pode ocorrer mediante a proposta/execução/acompanhamento eficiente das esferas que compõem as situações de aprendizagem; isto é, não ocorre com a simples proposição de situações-problema sobre o conhecimento científico. Compreende-se que a autonomia é uma via de mão dupla, pois se relaciona com a atitude do professor quanto do estudante, os quais estão inseridos em um contexto educacional. Desejar o desenvolvimento da autonomia requer, além da correta utilização das situações de aprendizagem, ofertar ao estudante a oportunidade para que ele possa assumir a responsabilidade pelo seu aprendizado individual e sociocultural, o que lhe permitirá, por meio da interação, constituir-se em agente autônomo e consciente da sua prática social, por meio do domínio do conhecimento elaborado existente na sociedade, bem como do próprio modo de produzir esse conhecimento. |
description |
The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-09T16:12:58Z |
dc.date.issued.fl_str_mv |
2018-08-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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status_str |
publishedVersion |
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dc.identifier.citation.fl_str_mv |
SILVA JUNIOR, Juarez Moreira da. Situações de aprendizagem e promoção da autonomia na sala de aula universitária. 2018. 167 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Católica de Brasília, Brasília, 2018. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2488 |
identifier_str_mv |
SILVA JUNIOR, Juarez Moreira da. Situações de aprendizagem e promoção da autonomia na sala de aula universitária. 2018. 167 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Católica de Brasília, Brasília, 2018. |
url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2488 |
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por |
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por |
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Universidade Católica de Brasília |
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Programa Stricto Sensu em Psicologia |
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UCB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Saúde e Medicina |
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Universidade Católica de Brasília |
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