Os paradigmas pedagógicos educacionais como eixos mobilizadores para o desenvolvimento das metodologias ativas para o Ensino Fundamental

• Autor(a) principal: Santos, Sidnei da Silva
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/32561
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Paradigmas pedagógicos educacionais; Formação de professores; Metodologias ativas; Educational pedagogical paradigms; Teacher training; Active methodologies

This research shows the relevance of the study on Educational Paradigms with regard to their articulation with the active methodologies used in Elementary School. In view of the current scenario, some didactic possibilities have been proposed, with special emphasis on active learning methodologies, as they present a set of principles and strategies that seek to reconfigure the teaching and student action. Thus, the general objective of this work was to analyze the main educational pedagogical paradigms in order to point out the one that could subsidize the pedagogical practices that use the active methodologies in Basic Education. To achieve this purpose, the following specific objectives were considered: to identify the elements that configure the teaching action in a context of change; to select some methodologies identified as active in the pedagogical dimension of the teaching action and re-signify them. The work was developed in a qualitative approach and started from a bibliographic research. The three Educational Pedagogical Paradigms were used as a reference, namely: Instruction, Learning and Communication (TRINDADE; COSME, 2010). Other authors that contributed were Edgar Morin, Neide Noffs, José Manoel Moran, among others. This research revealed that the Communication Paradigm can support the development of active methodologies in Basic Education, as it presents a set of principles that contribute to the reflection and the understanding of acts of educating and learning, as well as the appreciation of the quality of the interactions that take place in the classroom as a potentializing factor for learning. In this sense, the enactment of the teacher is seen as a qualified interlocutor, from pedagogical situations that create conditions for his/her students to acquire intellectual and social autonomy, in order to re-signify the procedures and information. It is concluded that the articulations between the principles of the Pedagogical Communication Paradigm and the active methodologies can result in more effective pedagogical practices, in order to enhance the learning of Elementary School students