A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade

Detalhes bibliográficos
Autor(a) principal: Trevisan, Marlon Dantas
Data de Publicação: 2015
Outros Autores: Pagni, Pedro Angelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497
Resumo: This study describes how adult and teacher-centered rationale, which has been ruling school relations for a long time, might be a threat to didactics and its methodologies, especially when it comes to teaching and learning package. The theoretical framework of this study is based on Dewey and Peirce pragmatic views, founding the languages analysis, which are interwoven in the content design. Some tasks from a 4th grade elementary school package sold nationally, related to Geography and Mathematics subjects were examined. It is possible to assert that the child real life learning experiences was poorly considered, which partly explains the lack of interest of most children in pedagogical-scientific discourses as they are presented on their books. As a possible answer regarding that issue, the encounter between teacher and learner subjectivities is proposed.
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spelling A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th gradeUma Reflexão sobre Didática na Educação Básica: o apostilamento no 4.º anoDichotomyRationalityExperienceSignsEducation.Dicotomia. Racionalidade. Experiência. Signo. EducaçãoThis study describes how adult and teacher-centered rationale, which has been ruling school relations for a long time, might be a threat to didactics and its methodologies, especially when it comes to teaching and learning package. The theoretical framework of this study is based on Dewey and Peirce pragmatic views, founding the languages analysis, which are interwoven in the content design. Some tasks from a 4th grade elementary school package sold nationally, related to Geography and Mathematics subjects were examined. It is possible to assert that the child real life learning experiences was poorly considered, which partly explains the lack of interest of most children in pedagogical-scientific discourses as they are presented on their books. As a possible answer regarding that issue, the encounter between teacher and learner subjectivities is proposed.Este trabalho descreve como a lógica adultocêntrica, que há muito rege as relações escolares, pode comprometer a didática e suas metodologias, em especial o apostilamento. O aporte teórico se baseia no pragmatismo de Dewey e Peirce, fundamentando as análises das linguagens que se interpenetram na elaboração dos conteúdos. Abordam-se exercícios de uma apostila do 4.º ano do ensino fundamental, vendida em nível nacional, relativos às disciplinas de geografia e matemática. As asserções obtidas revelam que a experiência infantil foi pouco considerada, o que explica em parte o desinteresse das crianças pelos discursos pedagógico-científicos, tais como aparecem nas apostilas. Como resposta possível ao problema, propõe-se o encontro entre as subjetividades docente e discente.FACED - UFRGS2015-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497Educação & Realidade [Education & Reality]; Vol. 40 No. 2 (2015)Educação & Realidade; v. 40 n. 2 (2015)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497/47586Trevisan, Marlon DantasPagni, Pedro Angeloinfo:eu-repo/semantics/openAccess2018-03-15T18:46:57Zoai:seer.ufrgs.br:article/45497Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-03-15T18:46:57Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
Uma Reflexão sobre Didática na Educação Básica: o apostilamento no 4.º ano
title A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
spellingShingle A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
Trevisan, Marlon Dantas
Dichotomy
Rationality
Experience
Signs
Education.
Dicotomia. Racionalidade. Experiência. Signo. Educação
title_short A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
title_full A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
title_fullStr A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
title_full_unstemmed A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
title_sort A Reflection about Didactics in K-12 Education: teaching and learning package in the 4th grade
author Trevisan, Marlon Dantas
author_facet Trevisan, Marlon Dantas
Pagni, Pedro Angelo
author_role author
author2 Pagni, Pedro Angelo
author2_role author
dc.contributor.author.fl_str_mv Trevisan, Marlon Dantas
Pagni, Pedro Angelo
dc.subject.por.fl_str_mv Dichotomy
Rationality
Experience
Signs
Education.
Dicotomia. Racionalidade. Experiência. Signo. Educação
topic Dichotomy
Rationality
Experience
Signs
Education.
Dicotomia. Racionalidade. Experiência. Signo. Educação
description This study describes how adult and teacher-centered rationale, which has been ruling school relations for a long time, might be a threat to didactics and its methodologies, especially when it comes to teaching and learning package. The theoretical framework of this study is based on Dewey and Peirce pragmatic views, founding the languages analysis, which are interwoven in the content design. Some tasks from a 4th grade elementary school package sold nationally, related to Geography and Mathematics subjects were examined. It is possible to assert that the child real life learning experiences was poorly considered, which partly explains the lack of interest of most children in pedagogical-scientific discourses as they are presented on their books. As a possible answer regarding that issue, the encounter between teacher and learner subjectivities is proposed.
publishDate 2015
dc.date.none.fl_str_mv 2015-04-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45497/47586
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 40 No. 2 (2015)
Educação & Realidade; v. 40 n. 2 (2015)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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