A mobilização de funções psicológicas superiores em atividades baseadas no ensino por investigação

• Ano de defesa: 2021
• Autor(a) principal: Santos, Ana Caroline Gonçalves Gomes dos
• Orientador(a): Machado, Vera de Mattos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Ciclo Investigativo; Teoria Histórico-Cultural; Ensino de Ciências; Pesquisa do Tipo Intervenção Pedagógica
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4218

The Higher Psychological Functions (HPF) are typically human cognitive processes, formed during the historical-cultural path of our species. They are conditioned to the internalization process of culturally constructed meanings, and the richer the cultural appropriation contexts, the more these functions develop, making behavior increasingly humanized. School education, which is based on the apprehension of scientific concepts, can raise the HPF to levels that go beyond those reached with informal learning. However, it is not just any pedagogical activities that provide the best conditions for the development of higher forms of cognition. In this context, we consider Investigative Teaching (IT) an adequate didactic approach to promote the mobilization of HPF, as it encourages the active participation of students in the construction of knowledge and is based on the development of scientific literacy. Therefore, this thesis aimed to investigate the HPF that are mobilized in activities based on IT, in order to seek for answers to the following problem: Which Higher Psychological Functions are mobilized during activities based on Investigative Teaching applied to fourth-year students of the early years of elementary school? For that, we developed Didactic Sequences (DS) based on IT that were developed with 4th grade students from the early years of elementary school in a municipal public school in Campo Grande, Mato Grosso do Sul. We are based on research conceptions of the Pedagogical Intervention Research-type. Thus, DS were configured as the intervention method, which was elaborated from the phases of the inquiry cycle. All interactions and activities developed in the DS were filmed and transcribed and, for the analysis, we used Microgenetic Analysis based on the Historical-Cultural Theory of human development to identify evidence of HPF mobilization by students and the Diagnosis of Elements of Science Teaching tool by Investigation, along with considerations about degrees of intellectual freedom of teaching proposals, to assess DS regarding investigative characteristics. In the analysis of discursive interactions, we found evidence of HPF mobilization, such as thought, language, attention, perception, memory, abstraction, emotions and imagination. The mobilization of such functions was directly related to the development of practices that are characteristics of the IT, as, based on the analysis, we verified that the proposed activities have elements compatible with the IT, although adjustments are needed in the planning and conduct of some activities. Despite the identified limitations, we found that activities based on IT allowed the mobilization of students' intellectual activity, as they actively participated in the construction of their own knowledge and socialized ways of thinking while carrying out practices that were close to scientific culture. According to what has been explained, Investigative Teaching can be considered an appropriate approach to promote significant changes in the cognitive development of students.