Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/5375 |
Resumo: | This research, conducted at the line of research Education, Teacher Professionalization and Work Education on the Education Postgraduate Program at the Faculty of Education of the Federal University of Goiás, has as it object, the teaching in the early years of elementary school. The overall goal is to understand and systematize the main contributions of cultural-historical theory of Vygotsky and developmental teaching theory of Davidov for this stage of education, through a bibliographic and documentary research. The theoretical framework consists of the work of Leontiev (1998 and 2006); Vygotsky (1991, 2001a, 2001b, 2010); Davidov (1978, 1988) and Davydov and Markova (1987) and also dissertations, theses, scientific articles and books that present the contributions of historical-cultural theory and the developmental education theory for school education. We had reference to the dialectical materialist method of developing bibliographical and documentary research. In document analysis, we focus on the National Curriculum Guidelines for Elementary Education and the National Curriculum Guidelines for the Pedagogy course. The research allows us to state that the historical-cultural theory and the theory of developmental education is knowledge that can support the teacher's pedagogic practice of the early years in the teaching of elaborate and systematic culture in the form of school subjects, becoming therefore a didactic knowledge of great importance. Both theories share the same premise that access to and appropriation of historically produced culture in the form of school subjects be conducive to human development. The educational process is understood by Davidov as a complex process of teaching and learning in which, to take ownership of human culture, students will develop certain capacities of thought, especially the theoretical thought, which could not be developed otherwise. |
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Rosa, Sandra Valéria Limontahttp://lattes.cnpq.br/6361226363713191Rosa, Sandra Valéria LimontaFreitas, Raquel Aparecida Marra de MadeiraAlves, Nancy Nonato de Limahttp://lattes.cnpq.br/6331622068656655Sylvio, Mara Cristina de2016-03-24T11:46:08Z2015-08-28SYLVIO, M. C. Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental. 2015. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/5375ark:/38995/0013000006bj4This research, conducted at the line of research Education, Teacher Professionalization and Work Education on the Education Postgraduate Program at the Faculty of Education of the Federal University of Goiás, has as it object, the teaching in the early years of elementary school. The overall goal is to understand and systematize the main contributions of cultural-historical theory of Vygotsky and developmental teaching theory of Davidov for this stage of education, through a bibliographic and documentary research. The theoretical framework consists of the work of Leontiev (1998 and 2006); Vygotsky (1991, 2001a, 2001b, 2010); Davidov (1978, 1988) and Davydov and Markova (1987) and also dissertations, theses, scientific articles and books that present the contributions of historical-cultural theory and the developmental education theory for school education. We had reference to the dialectical materialist method of developing bibliographical and documentary research. In document analysis, we focus on the National Curriculum Guidelines for Elementary Education and the National Curriculum Guidelines for the Pedagogy course. The research allows us to state that the historical-cultural theory and the theory of developmental education is knowledge that can support the teacher's pedagogic practice of the early years in the teaching of elaborate and systematic culture in the form of school subjects, becoming therefore a didactic knowledge of great importance. Both theories share the same premise that access to and appropriation of historically produced culture in the form of school subjects be conducive to human development. The educational process is understood by Davidov as a complex process of teaching and learning in which, to take ownership of human culture, students will develop certain capacities of thought, especially the theoretical thought, which could not be developed otherwise.Esta investigação, desenvolvida junto à linha de pesquisa Formação, Profissionalização Docente e Trabalho Educativo do Programa de Pós-graduação em Educação na Faculdade de Educação da Universidade Federal de Goiás tem como objeto o ensino nos Anos Iniciais do Ensino Fundamental. O objetivo geral é compreender e sistematizar as principais contribuições da teoria histórico-cultural de Vigotski e da teoria do ensino desenvolvimental de Davidov para essa etapa de ensino, por meio de estudo teórico das obras predominantes na pesquisa, de uma pesquisa bibliográfica e documental, tendo como referência o método materialista dialético. O referencial teórico predominante é constituído da obra de Leontiev (1998 e 2006); Vigotski (1991, 2001a, 2001b, 2010); Davídov (1978, 1988) e Davídov e Markova (1987). Também utilizamos dissertações, teses, artigos científicos e obras que apresentam as contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental para a educação escolar. Na análise documental, concentramo-nos nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de Nove Anos e nas Diretrizes Curriculares Nacionais para o curso de Pedagogia. A investigação realizada nos permite afirmar que a teoria histórico-cultural e a teoria do ensino desenvolvimental são conhecimentos que podem fundamentar a prática pedagógica do professor dos Anos Iniciais no ensino da cultura elaborada e sistematizada em forma de conteúdos escolares, tornando-se, portanto, um conhecimento didático de grande importância. Ambas as teorias compartilham da mesma premissa de que o acesso e a apropriação da cultura produzida historicamente sob a forma dos conteúdos escolares em muito contribui para o desenvolvimento humano. O processo de escolarização é entendido por Davidov como um processo complexo de ensino e aprendizagem no qual, ao se apropriar da cultura humana, os alunos desenvolverão certas capacidades de pensamento, sobretudo o pensamento teórico, que não poderiam ser desenvolvidas de outra forma.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T11:44:10Z No. of bitstreams: 2 Dissertação - Mara Cristina de Sylvio - 2015.pdf: 1287547 bytes, checksum: 5d83b19fb32905fdd7ab9657c1b1ad57 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T11:46:08Z (GMT) No. of bitstreams: 2 Dissertação - Mara Cristina de Sylvio - 2015.pdf: 1287547 bytes, checksum: 5d83b19fb32905fdd7ab9657c1b1ad57 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2016-03-24T11:46:08Z (GMT). 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dc.title.por.fl_str_mv |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
dc.title.alternative.spa.fl_str_mv |
Ensenanza y aprendizaje en la escuela primaria: contribuciones de la teoría histórica y cultural y teoría de ensenanza desarrolladora |
title |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
spellingShingle |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental Sylvio, Mara Cristina de Ensino Anos iniciais do ensino fundamental Teoria histórico-cultural Teoria do ensino desenvolvimental Education Early years of elementary school Cultural-historical theory Developmental teaching theor Educación Escuela primaria Teoría histórico-cultural Teoría de la enseñanza desarrolladora CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
title_full |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
title_fullStr |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
title_full_unstemmed |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
title_sort |
Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental |
author |
Sylvio, Mara Cristina de |
author_facet |
Sylvio, Mara Cristina de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6361226363713191 |
dc.contributor.referee1.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.referee2.fl_str_mv |
Freitas, Raquel Aparecida Marra de Madeira |
dc.contributor.referee3.fl_str_mv |
Alves, Nancy Nonato de Lima |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6331622068656655 |
dc.contributor.author.fl_str_mv |
Sylvio, Mara Cristina de |
contributor_str_mv |
Rosa, Sandra Valéria Limonta Rosa, Sandra Valéria Limonta Freitas, Raquel Aparecida Marra de Madeira Alves, Nancy Nonato de Lima |
dc.subject.por.fl_str_mv |
Ensino Anos iniciais do ensino fundamental Teoria histórico-cultural Teoria do ensino desenvolvimental |
topic |
Ensino Anos iniciais do ensino fundamental Teoria histórico-cultural Teoria do ensino desenvolvimental Education Early years of elementary school Cultural-historical theory Developmental teaching theor Educación Escuela primaria Teoría histórico-cultural Teoría de la enseñanza desarrolladora CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Early years of elementary school Cultural-historical theory Developmental teaching theor |
dc.subject.spa.fl_str_mv |
Educación Escuela primaria Teoría histórico-cultural Teoría de la enseñanza desarrolladora |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research, conducted at the line of research Education, Teacher Professionalization and Work Education on the Education Postgraduate Program at the Faculty of Education of the Federal University of Goiás, has as it object, the teaching in the early years of elementary school. The overall goal is to understand and systematize the main contributions of cultural-historical theory of Vygotsky and developmental teaching theory of Davidov for this stage of education, through a bibliographic and documentary research. The theoretical framework consists of the work of Leontiev (1998 and 2006); Vygotsky (1991, 2001a, 2001b, 2010); Davidov (1978, 1988) and Davydov and Markova (1987) and also dissertations, theses, scientific articles and books that present the contributions of historical-cultural theory and the developmental education theory for school education. We had reference to the dialectical materialist method of developing bibliographical and documentary research. In document analysis, we focus on the National Curriculum Guidelines for Elementary Education and the National Curriculum Guidelines for the Pedagogy course. The research allows us to state that the historical-cultural theory and the theory of developmental education is knowledge that can support the teacher's pedagogic practice of the early years in the teaching of elaborate and systematic culture in the form of school subjects, becoming therefore a didactic knowledge of great importance. Both theories share the same premise that access to and appropriation of historically produced culture in the form of school subjects be conducive to human development. The educational process is understood by Davidov as a complex process of teaching and learning in which, to take ownership of human culture, students will develop certain capacities of thought, especially the theoretical thought, which could not be developed otherwise. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-28 |
dc.date.accessioned.fl_str_mv |
2016-03-24T11:46:08Z |
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info:eu-repo/semantics/publishedVersion |
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dc.identifier.citation.fl_str_mv |
SYLVIO, M. C. Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental. 2015. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2015. |
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http://repositorio.bc.ufg.br/tede/handle/tede/5375 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000006bj4 |
identifier_str_mv |
SYLVIO, M. C. Ensinar e aprender nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental. 2015. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2015. ark:/38995/0013000006bj4 |
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http://repositorio.bc.ufg.br/tede/handle/tede/5375 |
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por |
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Universidade Federal de Goiás |
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