Aprendizagem significativa como abordagem de ensino para professores de adolescentes

• Autor(a) principal: Leal, Flávia Daniela Bosi
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/2295
• topic: Aprendizagem Significativa; Adolescência; Aprendizagem; Ensino.; Meaningful Learning; Adolescence; Learning; Teaching.; CIENCIAS HUMANAS::EDUCACAO

The overall objective of this study is to understand how significant learning is considered by teachers when establishing teaching strategies for their adolescent students. We sought to answer the following question: do teachers understand Ausubel's Meaningful Learning Theory and take it into account when establishing their teaching strategies for adolescent students? We present the hypothesis that the teachers surveyed may not have the necessary background to promote meaningful learning in the classroom, since they are trained in the most diverse areas of teaching, and do not necessarily have contact with this approach in their academic training or, subsequently, in complementary training. There are three specific objectives: i) to present Ausubel's Meaningful Learning Theory as a possible approach in school education; ii) to understand the characteristics of learning in adolescence that enable the development of meaningful learning; and iii) to deduce the potential of teacher's performance in the development of meaningful learning in the classroom. The corpus selected for this study consists of data collected through field research carried out via an online questionnaire, with 62 teachers who have been teaching for more than 5 years, given to students from the 5th year of elementary school to the 3rd year of high school, considering that these school placements generally comprise ages between 10 and 20 years, which is the period outlined by this work as adolescence, using the classification of the World Health Organization (WHO) as a reference. The theoretical framework that sustains this work is the Theory of Meaningful Learning, proposed by David Ausubel (1963), in The Psychology of Meaningful Verbal Learning, and improvements made by the author throughout his career (Ausubel, 1968; 2000), including , with the contributions of Joseph Novak (1981; Novak and Gowin, 1996), collaborator of Ausubel and co-author of the second edition of the basic work on meaningful learning (Ausubel, Novak and Hanesian, 1980) and, more recently, defended by Professor Marco Antônio Moreira, we also used studies on adolescent development according to Jean Piaget (1973; 1976), and we considered authors who discuss issues related to teachers' performance, such as Becker (1993), Pimenta (1999) and Pimenta and Ghedin (2012). The methodology used was quantitative and qualitative research, through data analysis via the Likert scale. This research is expected to broaden the perspective on the subject and to point to new ways of thinking and understanding the teacher's performance in search of the development of meaningful learning in the classroom, reflecting on the theoretical knowledge acquired throughout their trajectories. as subsidies for a teaching practice capable of building meaningful learning with its adolescent students, and indicating possible ways to implement the Theory of Meaningful Learning in the classroom, bearing in mind that we found with this research that a probable gap is in perceiving which are the points of the theory that can be converted into positions and actions to be undertaken by those involved in the teaching and learning process.(AU)