Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16688 |
Resumo: | In the last two decades the behavior analysis observed the emergence and growth of a line of research aimed at investigating the teaching of verbal repertoires description and functional analysis of conditions that could facilitate their teaching in applied settings. In Brazil at least two working groups study the teaching of functional analysis for teachers. The first group, UNESP Bauru, is represented by the academic work of Fonseca (2008), Sparvoli, (2008), Oliveira (2010) and Gomes (2010). The second group, the PUC SP, is represented by the works of Almeida (2009), Cerqueira (2009), Tavares (2009) and Leite (2010). The objective of this research was to analyze the data collected by these two lines of research to identify which variables were responsible for the results obtained in the teaching functional analysis and its generalization. The consistency of their methods with the principles of behavior analysis to education was investigated. The research was also aimed at identifying the difficulties mentioned by the authors propose some ways of overcoming. The results showed that the PUC SP group presented methods using experimental designs, and even used some principles of behavior analysis to education___ as the description of goals and behavioral measures, the preliminary assessment of the repertoire of the participants, the planning small steps, the constant promotion of responding to and use of a material easy to reproduce. These characteristics seem to have contributed to all the participants learn to identify the function of the behaviors presented in teaching situations. In relation to data on generalization, UNESP Bauru group achieved better results, since most of the participants managed to change their teaching practices after having gone through training. The result obtained by UNESP Bauru group may have been a function of training with multiple copies in the natural applied context. It was concluded that to meet the demands of the scientific community and service providers is necessary a careful description of methodological procedures. Repeatable and measurable variables benefit the research and the application. In addition, the following principles of behavior analysis to education, and planning of generalization, could increase the effectiveness of teaching procedures. Careful planning of the methods adopted by Almeida (2009), Cerqueira (2009), Leite (2010) and Tavares (2009), together with the applied context adopted by Fonseca (2008), Gomes (2010), Oliveira (2010) and Sparvoli ( 2008), may point to advances in behavior analytic proposals for education |
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Luna, Sergio Vasconcelos dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4204030D5Silvério, Juliana Helena dos Santos2016-04-29T13:17:45Z2012-06-292012-05-30Silvério, Juliana Helena dos Santos. Teaching functional analysis for teachers: analysis of the result of two lines of research. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16688In the last two decades the behavior analysis observed the emergence and growth of a line of research aimed at investigating the teaching of verbal repertoires description and functional analysis of conditions that could facilitate their teaching in applied settings. In Brazil at least two working groups study the teaching of functional analysis for teachers. The first group, UNESP Bauru, is represented by the academic work of Fonseca (2008), Sparvoli, (2008), Oliveira (2010) and Gomes (2010). The second group, the PUC SP, is represented by the works of Almeida (2009), Cerqueira (2009), Tavares (2009) and Leite (2010). The objective of this research was to analyze the data collected by these two lines of research to identify which variables were responsible for the results obtained in the teaching functional analysis and its generalization. The consistency of their methods with the principles of behavior analysis to education was investigated. The research was also aimed at identifying the difficulties mentioned by the authors propose some ways of overcoming. The results showed that the PUC SP group presented methods using experimental designs, and even used some principles of behavior analysis to education___ as the description of goals and behavioral measures, the preliminary assessment of the repertoire of the participants, the planning small steps, the constant promotion of responding to and use of a material easy to reproduce. These characteristics seem to have contributed to all the participants learn to identify the function of the behaviors presented in teaching situations. In relation to data on generalization, UNESP Bauru group achieved better results, since most of the participants managed to change their teaching practices after having gone through training. The result obtained by UNESP Bauru group may have been a function of training with multiple copies in the natural applied context. It was concluded that to meet the demands of the scientific community and service providers is necessary a careful description of methodological procedures. Repeatable and measurable variables benefit the research and the application. In addition, the following principles of behavior analysis to education, and planning of generalization, could increase the effectiveness of teaching procedures. Careful planning of the methods adopted by Almeida (2009), Cerqueira (2009), Leite (2010) and Tavares (2009), together with the applied context adopted by Fonseca (2008), Gomes (2010), Oliveira (2010) and Sparvoli ( 2008), may point to advances in behavior analytic proposals for educationNas últimas duas décadas a análise do comportamento observou o surgimento e crescimento de uma linha de pesquisa voltada para a investigação do ensino de repertórios verbais de descrição de análises funcionais e de condições que pudessem facilitar o seu ensino em contextos aplicados. No Brasil pelo menos dois grupos de trabalho estudam o ensino da análise funcional para professores. O primeiro grupo, da UNESP Bauru, é representado pelos trabalhos acadêmicos de Fonseca (2008), Sparvoli, (2008), Oliveira (2010) e Gomes (2010). O segundo grupo, da PUC SP, é representado pelos trabalhos de Almeida (2009), Cerqueira, (2009), Tavares (2009) e Leite (2010). O objetivo da presente pesquisa foi analisar os dados levantados por essas duas linhas de pesquisa, de modo a identificar quais variáveis foram responsáveis pelos resultados obtidos no ensino da análise funcional e na sua generalização, considerando-se como recorte de análise, a consistência de seus métodos com os princípios da análise do comportamento para a educação. A pesquisa teve ainda como objetivo identificar as dificuldades apontadas pelos autores e propor algumas formas de superação. Como resultados, observou-se que o grupo da PUC SP apresentou métodos empregando delineamentos experimentais, e ainda utilizou alguns princípios da análise do comportamento para educação, como a descrição de objetivos e medidas comportamentais, a avaliação prévia do repertório dos participantes, o planejamento de pequenos passos, a promoção do responder constante e a utilização de um material de fácil reprodução. Essas características parecem ter contribuído para que todos os participantes aprendessem a identificar a função dos comportamentos apresentados nas situações de ensino. Já em relação aos dados sobre a generalização, o grupo da UNESP Bauru obteve melhores resultados, pois a maior parte dos participantes conseguiu mudar suas práticas de ensino após terem passado pelo treinamento. O resultado da generalização obtido pelo grupo da UNESP Bauru pode ter sido função do treinamento com múltiplos exemplares em contexto aplicado natural. Concluiu-se que para atender a demanda da comunidade científica e dos prestadores de serviço se faz necessária uma cuidadosa descrição metodológica, pois os procedimentos comuns à pesquisa beneficiam a aplicação por torná-la replicável e mensurável. Além disso o seguimento dos princípios da análise do comportamento para a educação, e o planejamento da generalização, poderiam aumentar a eficácia dos procedimentos de ensino. O planejamento cuidadoso dos métodos adotados por Almeida (2009), Cerqueira (2009), Leite (2010) e Tavares (2009), aliado ao contexto aplicado adotado por Fonseca (2008), Gomes (2010), Oliveira (2010) e Sparvoli (2008), podem apontar avanços nas propostas analítico-comportamentais para a educaçãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/35427/Juliana%20Helena%20dos%20Santos%20Silverio.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBRPsicologiaAnálise funcionalTreino de professoresEducaçãoAnálise de contingênciasAnálise do comportamento aplicadaFunctional analysisTeacher trainingEducationContingency analysisApplied behavior analysisCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALEnsino de análise funcional para professores: análise dos resultados de duas linhas de pesquisaTeaching functional analysis for teachers: analysis of the result of two lines of researchinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJuliana Helena dos Santos Silverio.pdf.txtJuliana Helena dos Santos Silverio.pdf.txtExtracted texttext/plain195208https://repositorio.pucsp.br/xmlui/bitstream/handle/16688/3/Juliana%20Helena%20dos%20Santos%20Silverio.pdf.txtfd27f13e8d717f4179fc221873bcdbf2MD53ORIGINALJuliana Helena dos Santos Silverio.pdfapplication/pdf769811https://repositorio.pucsp.br/xmlui/bitstream/handle/16688/1/Juliana%20Helena%20dos%20Santos%20Silverio.pdfc9aa7d4917b3a75fe4a7f4f7acef7008MD51THUMBNAILJuliana Helena dos Santos Silverio.pdf.jpgJuliana Helena dos Santos Silverio.pdf.jpgGenerated Thumbnailimage/jpeg2240https://repositorio.pucsp.br/xmlui/bitstream/handle/16688/2/Juliana%20Helena%20dos%20Santos%20Silverio.pdf.jpgde2f949e2c0c089b74a91e925a2598b5MD52handle/166882022-04-27 17:22:09.894oai:repositorio.pucsp.br:handle/16688Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T20:22:09Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
dc.title.alternative.eng.fl_str_mv |
Teaching functional analysis for teachers: analysis of the result of two lines of research |
title |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
spellingShingle |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa Silvério, Juliana Helena dos Santos Análise funcional Treino de professores Educação Análise de contingências Análise do comportamento aplicada Functional analysis Teacher training Education Contingency analysis Applied behavior analysis CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
title_full |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
title_fullStr |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
title_full_unstemmed |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
title_sort |
Ensino de análise funcional para professores: análise dos resultados de duas linhas de pesquisa |
author |
Silvério, Juliana Helena dos Santos |
author_facet |
Silvério, Juliana Helena dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Luna, Sergio Vasconcelos de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4204030D5 |
dc.contributor.author.fl_str_mv |
Silvério, Juliana Helena dos Santos |
contributor_str_mv |
Luna, Sergio Vasconcelos de |
dc.subject.por.fl_str_mv |
Análise funcional Treino de professores Educação Análise de contingências Análise do comportamento aplicada |
topic |
Análise funcional Treino de professores Educação Análise de contingências Análise do comportamento aplicada Functional analysis Teacher training Education Contingency analysis Applied behavior analysis CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Functional analysis Teacher training Education Contingency analysis Applied behavior analysis |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
In the last two decades the behavior analysis observed the emergence and growth of a line of research aimed at investigating the teaching of verbal repertoires description and functional analysis of conditions that could facilitate their teaching in applied settings. In Brazil at least two working groups study the teaching of functional analysis for teachers. The first group, UNESP Bauru, is represented by the academic work of Fonseca (2008), Sparvoli, (2008), Oliveira (2010) and Gomes (2010). The second group, the PUC SP, is represented by the works of Almeida (2009), Cerqueira (2009), Tavares (2009) and Leite (2010). The objective of this research was to analyze the data collected by these two lines of research to identify which variables were responsible for the results obtained in the teaching functional analysis and its generalization. The consistency of their methods with the principles of behavior analysis to education was investigated. The research was also aimed at identifying the difficulties mentioned by the authors propose some ways of overcoming. The results showed that the PUC SP group presented methods using experimental designs, and even used some principles of behavior analysis to education___ as the description of goals and behavioral measures, the preliminary assessment of the repertoire of the participants, the planning small steps, the constant promotion of responding to and use of a material easy to reproduce. These characteristics seem to have contributed to all the participants learn to identify the function of the behaviors presented in teaching situations. In relation to data on generalization, UNESP Bauru group achieved better results, since most of the participants managed to change their teaching practices after having gone through training. The result obtained by UNESP Bauru group may have been a function of training with multiple copies in the natural applied context. It was concluded that to meet the demands of the scientific community and service providers is necessary a careful description of methodological procedures. Repeatable and measurable variables benefit the research and the application. In addition, the following principles of behavior analysis to education, and planning of generalization, could increase the effectiveness of teaching procedures. Careful planning of the methods adopted by Almeida (2009), Cerqueira (2009), Leite (2010) and Tavares (2009), together with the applied context adopted by Fonseca (2008), Gomes (2010), Oliveira (2010) and Sparvoli ( 2008), may point to advances in behavior analytic proposals for education |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-06-29 |
dc.date.issued.fl_str_mv |
2012-05-30 |
dc.date.accessioned.fl_str_mv |
2016-04-29T13:17:45Z |
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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 |
Silvério, Juliana Helena dos Santos. Teaching functional analysis for teachers: analysis of the result of two lines of research. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16688 |
identifier_str_mv |
Silvério, Juliana Helena dos Santos. Teaching functional analysis for teachers: analysis of the result of two lines of research. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
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https://tede2.pucsp.br/handle/handle/16688 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
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Pontifícia Universidade Católica de São Paulo |
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