A STUDY ON PEDAGOGICAL PRACTICES: CLASSROOM GUIDELINES AND DECISIONS

• Autor(a) principal: Abdalla, Maria de Fátima Barbosa
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Devir Educação
• Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/155
• topic: Práticas pedagógicas; conhecimentos didáticos; orientações e decisões em sala de aula; representações sociais; anos finais do ensino fundamental; Pedagogical practices; didactic knowledge; classroom guidelines and decisions; social representations; final years of elementary school

This text aims to identify and analyze the social representations of teachers of the final years of elementary school of a municipal school about what guides them in their decision-making process in their pedagogical practices. It is assumed that these representations go through, in particular, the didactic knowledge that teachers have and express regarding the pedagogical practice, and that they translate the contents of their thoughts and interactive decisions in the face of the didactic situations. This study is based on the theory of social representations (MOSCOVICI, 2012) and uses a qualitative research approach, applying questionnaires and interviews, whose data point to two dimensions of analysis and their respective results on the didactic knowledge in construction: 1st Guidelines and/or logic in the construction of didactic knowledge: Directing theoretical, social, and personal guidelines and/or guidelines from the teachers’ experience and for situational guidelines; 2nd Decisions and interactive thoughts in the classroom: Demarcating routine, immediate and/or reflexive decisions that guide the construction of didactic knowledge. Finally, it is hoped that the elements introduced here with regard to the teachers’ guidelines and decisions concerning how they think about and understand the teaching process and build didactic knowledge can contribute to rethinking training processes, pedagogical practices, and professional learning.