A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7963 |
Resumo: | The teacher and its work have been the target of researchers and interventions, however, in some cases; this professional develops a little active role. Work proposals which discuss scholar questions along with teachers appear in a collaborative format, in which this professional would take an active role in the knowledge construction and there would be knowledge exchange among those involved. The Behavior Analysis provides conditions to the discussions about the process of teaching and learning including the description of principles and procedures which contributed for effective teaching, and, also, for descriptive function evaluation which can be understood as an educational resource that has been teaching the teachers, and, in which, an individual establishes functions relations between events from behavior identification to be analyzed and antecedent conditions and subsequent to this behavior. From a collaborative work format, the aims of this research were to describe teaching situations carried out by kindergarten teacher for teaching pre-arithmetic skills and also enable to the participant to describe functional relationships between what she wanted to teach, their teaching practices, and performance of their students as a result of its practices. In addition, to describe the present collaborative work, as well as, to create conditions for the teacher to describe principles and procedures for Behavior Analysis, which could contribute to effective teaching, were also aims of this study. The present work has conducted at the school where the teacher works. It was realized interviews to research teaching practices (in the context of teaching pre-arithmetic skills) for teaching pre-arithmetic skills; a discussion between researcher and participant on tasks present in an educational program of pre-arithmetical skills and teacher interaction with the mentioned program; recording and classroom observations; discussions for planning and analysis classes. It was described seven situations of teaching which will be used for the teaching pre-arithmetic skills from the data. However, only two teaching situations were also planned, executed and analyzed, which were related to the ordering skills of ensemble and notion of the pertinence of the objects to sets. The descriptive functional assessment seems to be a tool with potential to collaborative works with teachers. However, the procedure used did not allow that the participant functionally relates all the aspects discussed in the planning of the analyzed classes. The teacher showed indicative behaviors that appropriated elements brought by the researcher, in the other words, viii the participant used in some moments of the planning, execution and analysis of class principles and procedures described by Behavior Analysis focused on teaching (for example, she said that should have done the evaluation of the previous repertoire of students to realize a teaching situation). In addition, in these situations, the participant established some punctual dependence relations between theirs aims, teaching practices and performance measures for students on these practices. Because it was a collaborative work, the exchange knowledge between researcher and participant was something desired, and about this, the participant contributed describing practices for the pre-arithmetical skills teaching, as well as thinking of teaching opportunities for those who were not part of their routine. Participant speeches indicated that some elements of the collaborative work were not present throughout the interaction, such as the co-responsibility for the work. Changes in the present procedure were suggested to amend this characteristic of the interaction. |
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Caneguim, Janaina de Fatima CastroCarmo, João dos Santoshttp://lattes.cnpq.br/1263046410329694Prado, Paulo Sergio Teixeira dohttp://lattes.cnpq.br/5560576962648816http://lattes.cnpq.br/5276512211896182854bc02f-8444-4eaa-9ca2-98b521a5197a2016-10-20T16:13:13Z2016-10-20T16:13:13Z2016-02-29CANEGUIM, Janaina de Fatima Castro. A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil. 2016. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7963.https://repositorio.ufscar.br/handle/ufscar/7963The teacher and its work have been the target of researchers and interventions, however, in some cases; this professional develops a little active role. Work proposals which discuss scholar questions along with teachers appear in a collaborative format, in which this professional would take an active role in the knowledge construction and there would be knowledge exchange among those involved. The Behavior Analysis provides conditions to the discussions about the process of teaching and learning including the description of principles and procedures which contributed for effective teaching, and, also, for descriptive function evaluation which can be understood as an educational resource that has been teaching the teachers, and, in which, an individual establishes functions relations between events from behavior identification to be analyzed and antecedent conditions and subsequent to this behavior. From a collaborative work format, the aims of this research were to describe teaching situations carried out by kindergarten teacher for teaching pre-arithmetic skills and also enable to the participant to describe functional relationships between what she wanted to teach, their teaching practices, and performance of their students as a result of its practices. In addition, to describe the present collaborative work, as well as, to create conditions for the teacher to describe principles and procedures for Behavior Analysis, which could contribute to effective teaching, were also aims of this study. The present work has conducted at the school where the teacher works. It was realized interviews to research teaching practices (in the context of teaching pre-arithmetic skills) for teaching pre-arithmetic skills; a discussion between researcher and participant on tasks present in an educational program of pre-arithmetical skills and teacher interaction with the mentioned program; recording and classroom observations; discussions for planning and analysis classes. It was described seven situations of teaching which will be used for the teaching pre-arithmetic skills from the data. However, only two teaching situations were also planned, executed and analyzed, which were related to the ordering skills of ensemble and notion of the pertinence of the objects to sets. The descriptive functional assessment seems to be a tool with potential to collaborative works with teachers. However, the procedure used did not allow that the participant functionally relates all the aspects discussed in the planning of the analyzed classes. The teacher showed indicative behaviors that appropriated elements brought by the researcher, in the other words, viii the participant used in some moments of the planning, execution and analysis of class principles and procedures described by Behavior Analysis focused on teaching (for example, she said that should have done the evaluation of the previous repertoire of students to realize a teaching situation). In addition, in these situations, the participant established some punctual dependence relations between theirs aims, teaching practices and performance measures for students on these practices. Because it was a collaborative work, the exchange knowledge between researcher and participant was something desired, and about this, the participant contributed describing practices for the pre-arithmetical skills teaching, as well as thinking of teaching opportunities for those who were not part of their routine. Participant speeches indicated that some elements of the collaborative work were not present throughout the interaction, such as the co-responsibility for the work. Changes in the present procedure were suggested to amend this characteristic of the interaction.O trabalho do professor tem sido alvo de diversas pesquisas e intervenções, sendo que em alguns casos este profissional desenvolve um papel pouco ativo. Surgem propostas de trabalhos que discutem questões escolares junto com os professores num formato colaborativo, nas quais esse profissional assumiria um papel ativo na construção do conhecimento e haveria troca de saberes entre os envolvidos. A Análise do Comportamento traz contribuições para as discussões sobre o processo de ensino-aprendizagem, entre elas a descrição de princípios e procedimentos que contribuiriam para um ensino efetivo e também a avaliação funcional descritiva, que pode ser entendida como um recurso pedagógico que tem sido ensinado a professores e na qual um indivíduo estabelece relações funcionais entre eventos a partir da identificação do comportamento que se pretende analisar e das situações antecedente e subsequente a esse comportamento. Propondo um trabalho em formato colaborativo, o objetivo dessa pesquisa foi descrever situações de ensino realizadas por uma professora da educação infantil para o ensino de habilidades pré-aritméticas e também possibilitar que a participante descrevesse relações funcionais entre o que desejava ensinar, suas práticas pedagógicas e o desempenho dos seus alunos como consequência de suas práticas. Descrever o trabalho colaborativo aqui realizado, bem como criar condições para que a professora descrevesse princípios e procedimentos descritos pela Análise do Comportamento e que poderiam contribuir para um ensino efetivo também eram objetivos desse estudo. Este foi conduzido na escola em que a professora participante trabalhava e para tal foram realizadas entrevistas para investigação de práticas docentes (no contexto de ensino de habilidades pré-aritméticas); discussão entre pesquisadora e participante sobre tarefas presentes em um programa de ensino de habilidades pré-aritméticas e interação da professora com o referido programa; gravação e observação de aulas; discussões para planejamento e análise de aulas. Foram descritas sete situações de ensino que podem ser usadas para o ensino de habilidades pré-aritméticas, contudo apenas duas também foram planejadas, executadas e analisadas e eram relativas as habilidades ordenação de conjunto e noção de pertinência de objetos a conjuntos. A avaliação funcional descritiva parece ser uma ferramenta com potencial para trabalhos colaborativos com professores, contudo, o procedimento utilizado não possibilitou que a participante relacionasse funcionalmente todos os aspectos discutidos no planejamento e análise de aulas. A professora apresentou comportamentos indicativos de que se apropriou de elementos trazidos pela pesquisadora, ou vi seja, diante das condições presentes no trabalho conjunto a participante usou em alguns momentos do planejamento, execução e análise da aula princípios e procedimentos descritos pela Análise do Comportamento voltados para o ensino (por exemplo, afirmou que deveria ter feito a avaliação do repertório prévio dos alunos para realização de uma situação de ensino), além de nessas situações ter estabelecido pontualmente algumas relações de dependência entre seus objetivos, práticas de ensino e medidas de desempenho dos alunos diante dessas práticas. Por se tratar de um trabalho colaborativo, a troca de conhecimento entre pesquisadora e participante era algo pretendido e sobre isso a participante contribuiu descrevendo práticas para o ensino de habilidades pré-aritméticas, bem como pensando em possibilidades de ensino para aquelas que ainda não faziam parte do seu dia-a-dia. Falas da participante indicaram que alguns elementos do trabalho colaborativo não estiveram presentes em toda a interação, como por exemplo, a co-responsabilidade pelo trabalho. Alterações no procedimento aqui descrito foram sugeridas visando alterar essa característica da interação.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarAvaliação funcional descritivaProcedimentos de ensinoTrabalho colaborativoHabilidades pré-aritméticasDescriptive functional assessmentTeaching proceduresCollaborative workPrearithmetical skillsCIENCIAS HUMANAS::PSICOLOGIAA Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600600549c4715-88e5-452b-a95c-99dee222f747info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseJFCC.pdfTeseJFCC.pdfapplication/pdf1908092https://repositorio.ufscar.br/bitstream/ufscar/7963/1/TeseJFCC.pdf918e344fa0276dc8ec84044e8716fb59MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/7963/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseJFCC.pdf.txtTeseJFCC.pdf.txtExtracted texttext/plain405931https://repositorio.ufscar.br/bitstream/ufscar/7963/3/TeseJFCC.pdf.txtcef3d5eb5f3cbfa0e2dc0ac8ea46f145MD53THUMBNAILTeseJFCC.pdf.jpgTeseJFCC.pdf.jpgIM Thumbnailimage/jpeg6368https://repositorio.ufscar.br/bitstream/ufscar/7963/4/TeseJFCC.pdf.jpgcbed2c58973331423909682a9f66ad00MD54ufscar/79632023-09-18 18:30:56.647oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:56Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
title |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
spellingShingle |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil Caneguim, Janaina de Fatima Castro Avaliação funcional descritiva Procedimentos de ensino Trabalho colaborativo Habilidades pré-aritméticas Descriptive functional assessment Teaching procedures Collaborative work Prearithmetical skills CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
title_full |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
title_fullStr |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
title_full_unstemmed |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
title_sort |
A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil |
author |
Caneguim, Janaina de Fatima Castro |
author_facet |
Caneguim, Janaina de Fatima Castro |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5276512211896182 |
dc.contributor.author.fl_str_mv |
Caneguim, Janaina de Fatima Castro |
dc.contributor.advisor1.fl_str_mv |
Carmo, João dos Santos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1263046410329694 |
dc.contributor.advisor-co1.fl_str_mv |
Prado, Paulo Sergio Teixeira do |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/5560576962648816 |
dc.contributor.authorID.fl_str_mv |
854bc02f-8444-4eaa-9ca2-98b521a5197a |
contributor_str_mv |
Carmo, João dos Santos Prado, Paulo Sergio Teixeira do |
dc.subject.por.fl_str_mv |
Avaliação funcional descritiva Procedimentos de ensino Trabalho colaborativo Habilidades pré-aritméticas |
topic |
Avaliação funcional descritiva Procedimentos de ensino Trabalho colaborativo Habilidades pré-aritméticas Descriptive functional assessment Teaching procedures Collaborative work Prearithmetical skills CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Descriptive functional assessment Teaching procedures Collaborative work Prearithmetical skills |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
The teacher and its work have been the target of researchers and interventions, however, in some cases; this professional develops a little active role. Work proposals which discuss scholar questions along with teachers appear in a collaborative format, in which this professional would take an active role in the knowledge construction and there would be knowledge exchange among those involved. The Behavior Analysis provides conditions to the discussions about the process of teaching and learning including the description of principles and procedures which contributed for effective teaching, and, also, for descriptive function evaluation which can be understood as an educational resource that has been teaching the teachers, and, in which, an individual establishes functions relations between events from behavior identification to be analyzed and antecedent conditions and subsequent to this behavior. From a collaborative work format, the aims of this research were to describe teaching situations carried out by kindergarten teacher for teaching pre-arithmetic skills and also enable to the participant to describe functional relationships between what she wanted to teach, their teaching practices, and performance of their students as a result of its practices. In addition, to describe the present collaborative work, as well as, to create conditions for the teacher to describe principles and procedures for Behavior Analysis, which could contribute to effective teaching, were also aims of this study. The present work has conducted at the school where the teacher works. It was realized interviews to research teaching practices (in the context of teaching pre-arithmetic skills) for teaching pre-arithmetic skills; a discussion between researcher and participant on tasks present in an educational program of pre-arithmetical skills and teacher interaction with the mentioned program; recording and classroom observations; discussions for planning and analysis classes. It was described seven situations of teaching which will be used for the teaching pre-arithmetic skills from the data. However, only two teaching situations were also planned, executed and analyzed, which were related to the ordering skills of ensemble and notion of the pertinence of the objects to sets. The descriptive functional assessment seems to be a tool with potential to collaborative works with teachers. However, the procedure used did not allow that the participant functionally relates all the aspects discussed in the planning of the analyzed classes. The teacher showed indicative behaviors that appropriated elements brought by the researcher, in the other words, viii the participant used in some moments of the planning, execution and analysis of class principles and procedures described by Behavior Analysis focused on teaching (for example, she said that should have done the evaluation of the previous repertoire of students to realize a teaching situation). In addition, in these situations, the participant established some punctual dependence relations between theirs aims, teaching practices and performance measures for students on these practices. Because it was a collaborative work, the exchange knowledge between researcher and participant was something desired, and about this, the participant contributed describing practices for the pre-arithmetical skills teaching, as well as thinking of teaching opportunities for those who were not part of their routine. Participant speeches indicated that some elements of the collaborative work were not present throughout the interaction, such as the co-responsibility for the work. Changes in the present procedure were suggested to amend this characteristic of the interaction. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-20T16:13:13Z |
dc.date.available.fl_str_mv |
2016-10-20T16:13:13Z |
dc.date.issued.fl_str_mv |
2016-02-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CANEGUIM, Janaina de Fatima Castro. A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil. 2016. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7963. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7963 |
identifier_str_mv |
CANEGUIM, Janaina de Fatima Castro. A Psicologia vai à escola : trabalho colaborativo com uma professora de educação infantil. 2016. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7963. |
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https://repositorio.ufscar.br/handle/ufscar/7963 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Psicologia - PPGPsi |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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