O ensino da hist?ria e o pensamento reflexivo-cr?tico da professora no 3? ano do Ensino Fundamental

• Main Author: Medeiros, Maria de F?tima Gomes
• Other Authors: CPF:08595224404
• Format: Others
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2014
• Subjects: Pr?ticas escolares; Ensino de Hist?ria; Pensamento; Reflex?o cr?tica; School practice; History teaching; Thought; Critical reflection; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://repositorio.ufrn.br:8080/jspui/handle/123456789/14293

Made available in DSpace on 2014-12-17T14:36:12Z (GMT). No. of bitstreams: 1 MariaFGM.pdf: 1776192 bytes, checksum: c7ffad1852d7db651fb46b6795728501 (MD5) Previous issue date: 2008-08-15 === This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic? / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development === Esta pesquisa se insere na abordagem qualitativa, do tipo, colaborativa numa perspectiva hist?rico-cultural, realizada com a professora do 3? ano do ensino fundamental, na ?rea da Hist?ria, no munic?pio de Caic?/RN. Tem como objetivo investigar, numa a??o colaborativa, se a estrutura??o do processo de ensino e de aprendizagem da disciplina Hist?ria com base na rela??o antes/depois possibilita o desenvolvimento na professora do pensamento reflexivo-cr?tico nas pr?ticas escolares. As abordagens te?rico-metodol?gicas est?o respaldadas nos postulados de Vigotski (1998), Rubinstein (1973) e Linblinskaia (1979), entre outros, cuja compreens?o nos levou a refletir se a professora desenvolve o pensamento reflexivo-cr?tico nas aulas da disciplina Hist?ria. A complexidade do estudo nos conduziu a um exerc?cio de an?lise utilizando diferentes procedimentos metodol?gicos, tais como: revis?o bibliogr?fica da literatura especializada, considerando tamb?m a literatura da ?rea da Hist?ria, entrevistas, observa??o em sala de aula, v?deo grava??es e sess?es reflexivas, possibilitando clarificar a constru??o e reconstru??o do pensamento que a professora fora elaborando durante o processo de ensino e de aprendizagem. Os resultados das an?lises apontam para uma dicotomia entre a teoria e a pr?tica, bem com, fragilidade na postura da professora no processo de ensino e de aprendizagem da disciplina Hist?ria, no 3? ano do ensino fundamental. A professora reconhece que necessita de um aprofundamento te?rico com mais intensidade, ou seja, um processo de forma??o cont?nua para melhorar a pr?tica escolar no ensino da Hist?ria, embora afirme no seu discurso que a sua pr?tica docente tem como base a reflex?o cr?tica. No entanto, apresenta limita??es no que se refere a sua pr?tica em sala de aula. Conclu?mos que, a professora se mostra disposta a trabalhar numa perspectiva cr?tica da realidade, mas, pouco demonstrou mudan?as no que concerne a sua pr?tica escolar, chegando a refletir sobre a sua a??o, apontando seus limites e as mudan?as que n?o se realizaram concretamente. Isso evidencia a necessidade no seu processo formativo. O estudo, portanto, mostrou que mesmo com as sess?es reflexivas e estudos de aprofundamento te?rico, a professora n?o modificou o seu perfil, mantendo sua a??o pedag?gica numa vis?o tradicional. A investiga??o recomenda a forma??o de grupos de estudos na escola para aprofundamento e discuss?o sobre as pr?ticas de ensino na ?rea da Hist?ria numa perspectiva do pensamento reflexivo-cr?tico como forma de desenvolvimento pessoal e profissional