O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14293 |
Resumo: | 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 Caicó / 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 |
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Medeiros, Maria de Fátima Gomeshttp://lattes.cnpq.br/9734441923700067http://lattes.cnpq.br/5324357415270200Ibiapina, Ivana Maria Lopes de Melohttp://lattes.cnpq.br/2887767376788158Soares Júnior, Francisco Cláudiohttp://lattes.cnpq.br/8594420871529170Góis, Francisca Lacerda de2014-12-17T14:36:12Z2009-05-272014-12-17T14:36:12Z2008-08-15MEDEIROS, Maria de Fátima Gomes. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental. 2008. 214 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008.https://repositorio.ufrn.br/jspui/handle/123456789/14293This 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 Caicó / 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 developmentEsta pesquisa se insere na abordagem qualitativa, do tipo, colaborativa numa perspectiva histórico-cultural, realizada com a professora do 3º ano do ensino fundamental, na área da História, no município de Caicó/RN. Tem como objetivo investigar, numa ação colaborativa, se a estruturação do processo de ensino e de aprendizagem da disciplina História com base na relação antes/depois possibilita o desenvolvimento na professora do pensamento reflexivo-crítico nas práticas escolares. As abordagens teórico-metodológicas estão respaldadas nos postulados de Vigotski (1998), Rubinstein (1973) e Linblinskaia (1979), entre outros, cuja compreensão nos levou a refletir se a professora desenvolve o pensamento reflexivo-crítico nas aulas da disciplina História. A complexidade do estudo nos conduziu a um exercício de análise utilizando diferentes procedimentos metodológicos, tais como: revisão bibliográfica da literatura especializada, considerando também a literatura da área da História, entrevistas, observação em sala de aula, vídeo gravações e sessões reflexivas, possibilitando clarificar a construção e reconstrução do pensamento que a professora fora elaborando durante o processo de ensino e de aprendizagem. Os resultados das análises apontam para uma dicotomia entre a teoria e a prática, bem com, fragilidade na postura da professora no processo de ensino e de aprendizagem da disciplina História, no 3º ano do ensino fundamental. A professora reconhece que necessita de um aprofundamento teórico com mais intensidade, ou seja, um processo de formação contínua para melhorar a prática escolar no ensino da História, embora afirme no seu discurso que a sua prática docente tem como base a reflexão crítica. No entanto, apresenta limitações no que se refere a sua prática em sala de aula. Concluímos que, a professora se mostra disposta a trabalhar numa perspectiva crítica da realidade, mas, pouco demonstrou mudanças no que concerne a sua prática escolar, chegando a refletir sobre a sua ação, apontando seus limites e as mudanças que não se realizaram concretamente. Isso evidencia a necessidade no seu processo formativo. O estudo, portanto, mostrou que mesmo com as sessões reflexivas e estudos de aprofundamento teórico, a professora não modificou o seu perfil, mantendo sua ação pedagógica numa visão tradicional. A investigação recomenda a formação de grupos de estudos na escola para aprofundamento e discussão sobre as práticas de ensino na área da História numa perspectiva do pensamento reflexivo-crítico como forma de desenvolvimento pessoal e profissionalapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoPráticas escolaresEnsino de HistóriaPensamentoReflexão críticaSchool practiceHistory teachingThoughtCritical reflectionCNPQ::CIENCIAS HUMANAS::EDUCACAOO ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMariaFGM.pdfapplication/pdf1776192https://repositorio.ufrn.br/bitstream/123456789/14293/1/MariaFGM.pdfc7ffad1852d7db651fb46b6795728501MD51TEXTMariaFGM.pdf.txtMariaFGM.pdf.txtExtracted texttext/plain445380https://repositorio.ufrn.br/bitstream/123456789/14293/6/MariaFGM.pdf.txt0d2860233eea7ec9adba7a49b5d3d3a5MD56THUMBNAILMariaFGM.pdf.jpgMariaFGM.pdf.jpgIM Thumbnailimage/jpeg13000https://repositorio.ufrn.br/bitstream/123456789/14293/7/MariaFGM.pdf.jpg4f22ac3eb19ff84059aaa65c654afde5MD57123456789/142932017-11-01 17:56:22.004oai:https://repositorio.ufrn.br:123456789/14293Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T20:56:22Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
title |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
spellingShingle |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental Medeiros, Maria de Fátima Gomes Práticas escolares Ensino de História Pensamento Reflexão crítica School practice History teaching Thought Critical reflection CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
title_full |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
title_fullStr |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
title_full_unstemmed |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
title_sort |
O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental |
author |
Medeiros, Maria de Fátima Gomes |
author_facet |
Medeiros, Maria de Fátima Gomes |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/9734441923700067 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5324357415270200 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Ibiapina, Ivana Maria Lopes de Melo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2887767376788158 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Soares Júnior, Francisco Cláudio |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8594420871529170 |
dc.contributor.author.fl_str_mv |
Medeiros, Maria de Fátima Gomes |
dc.contributor.advisor1.fl_str_mv |
Góis, Francisca Lacerda de |
contributor_str_mv |
Góis, Francisca Lacerda de |
dc.subject.por.fl_str_mv |
Práticas escolares Ensino de História Pensamento Reflexão crítica |
topic |
Práticas escolares Ensino de História Pensamento Reflexão crítica School practice History teaching Thought Critical reflection CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School practice History teaching Thought Critical reflection |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
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 Caicó / 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 |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-08-15 |
dc.date.available.fl_str_mv |
2009-05-27 2014-12-17T14:36:12Z |
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2014-12-17T14:36:12Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MEDEIROS, Maria de Fátima Gomes. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental. 2008. 214 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14293 |
identifier_str_mv |
MEDEIROS, Maria de Fátima Gomes. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental. 2008. 214 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14293 |
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por |
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