The teaching actions: indicative for a historical-critical pedagogical practice
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/341 |
Resumo: | The study in focus is presented as an experience report, result from activities developed in the Program for Scholarships for Beginner Teachers (PSBT) in the course of 2016. This academic work aims to reflect the results of application of a historical-critical planning about reading and writing in a municipal school in Ariquemes/RO, with a class of third year of Basic Education. Initially, was done a bibliographic review guided on historical-critical pedagogy, with Saviani (2008, 2011) and Gasparin (2012) as main authors. In the aftermath, a semi-structured interview with the teacher of class and 32 hours of observations were carried out, helping the class teacher. After the recognition of students and the knowledge already acquired for them on the theme, the interdisciplinary planning of 32 hours was elaborated. As of activities developed, is considered that the historical-critical pedagogy is an innovative method for the educational institutions, because it allows the appropriation of scientific expertise without ignoring their relationship with the everyday knowledge. The teaching actions developed on the basis of such pedagogy demonstrated their efficiency in teaching-learning, is perceived improvements in the quality of reading and writing of majority children, besides a greater interest in the lessons. |
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The teaching actions: indicative for a historical-critical pedagogical practiceLas acciones docentes: indicativas para una práctica pedagógica histórico-críticaAs ações docentes: indicativos para uma prática pedagógica histórico-críticaHistorical-critical Pedagogy. Reading and Writing. Pedagogical Practice.Pedagogía Histórico-CríticaLectura y EscrituraPráctica pedagógica.Pedagogia Histórico-CríticaLeitura e EscritaPrática Pedagógica.The study in focus is presented as an experience report, result from activities developed in the Program for Scholarships for Beginner Teachers (PSBT) in the course of 2016. This academic work aims to reflect the results of application of a historical-critical planning about reading and writing in a municipal school in Ariquemes/RO, with a class of third year of Basic Education. Initially, was done a bibliographic review guided on historical-critical pedagogy, with Saviani (2008, 2011) and Gasparin (2012) as main authors. In the aftermath, a semi-structured interview with the teacher of class and 32 hours of observations were carried out, helping the class teacher. After the recognition of students and the knowledge already acquired for them on the theme, the interdisciplinary planning of 32 hours was elaborated. As of activities developed, is considered that the historical-critical pedagogy is an innovative method for the educational institutions, because it allows the appropriation of scientific expertise without ignoring their relationship with the everyday knowledge. The teaching actions developed on the basis of such pedagogy demonstrated their efficiency in teaching-learning, is perceived improvements in the quality of reading and writing of majority children, besides a greater interest in the lessons.El estudio en foco es presentado como relato de experiencia, siendo resultado de las actividades desarrolladas en el Programa Institucional de Beca de Iniciación a la Docencia (PIBID) a lo largo del año 2016. El trabajo objetivo refleja los resultados de la aplicación de una planificación histórico-crítica sobre lectura y escritura en una escuela municipal de Ariquemes / RO, con una clase del tercer año de la Enseñanza Fundamental. Inicialmente se hizo una revisión bibliográfica pautada en la pedagogía histórico-crítica, teniendo como principales autores Saviani (2008, 2011) y Gasparin (2012). En la secuencia se realizó una entrevista semiestructurada con la profesora de la sala y 32 horas de observaciones auxiliando a la profesora de la clase. Después del reconocimiento de los alumnos y de los conocimientos ya adquiridos por ellos sobre la temática, se elaboró la planificación interdisciplinaria de 32 horas. A partir de las actividades desarrolladas, se considera que la pedagogía histórico-crítica es un método innovador para las instituciones de enseñanza, pues posibilita la apropiación de conocimientos científicos sin desconsiderar su relación con los conocimientos cotidianos. Las acciones docentes desarrolladas con base en tal pedagogía demostraron su eficiencia en la enseñanza-aprendizaje, se percibieron mejoras en la calidad de la lectura y la escritura de la mayoría de los niños, además de mayor interés de ellas por las clases.O estudo em foco é apresentado como relato de experiência, sendo resultado das atividades desenvolvidas no Programa Institucional de Bolsa de Iniciação a Docência (PIBID) no decorrer do ano de 2016. O trabalho objetiva refletir os resultados da aplicação de um planejamento histórico-crítico sobre leitura e escrita em uma escola municipal de Ariquemes/RO, com uma turma do terceiro ano do Ensino Fundamental. Inicialmente fez-se uma revisão bibliográfica pautada na pedagogia histórico-crítica, tendo como principais autores Saviani (2008, 2011) e Gasparin (2012). Na sequência foi realizada uma entrevista semiestruturada com a professora da sala e 32 horas de observações auxiliando a professora da turma. Após o reconhecimento dos alunos e dos conhecimentos já adquiridos por eles sobre a temática, elaborou-se o planejamento interdisciplinar de 32 horas. A partir das atividades desenvolvidas, considera-se que a pedagogia histórico-crítica é um método inovador para as instituições de ensino, pois possibilita a apropriação de conhecimentos científicos sem desconsiderar sua relação com os conhecimentos cotidianos. As ações docentes desenvolvidas com base em tal pedagogia demonstraram sua eficiência no ensino-aprendizagem, perceberam-se melhorias na qualidade da leitura e da escrita da maioria das crianças, além de maior interesse delas pelas aulas.Research, Society and Development2018-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/34110.17648/rsd-v7i8.341Research, Society and Development; Vol. 7 No. 8; e1078341Research, Society and Development; Vol. 7 Núm. 8; e1078341Research, Society and Development; v. 7 n. 8; e10783412525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/341/287Copyright (c) 2018 Roger dos Santos Limainfo:eu-repo/semantics/openAccessSilva, Michelli Cristiane Rosa daZanelato, ElieteLima, Roger dos Santos2019-01-22T01:14:58Zoai:ojs.pkp.sfu.ca:article/341Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:54.598172Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The teaching actions: indicative for a historical-critical pedagogical practice Las acciones docentes: indicativas para una práctica pedagógica histórico-crítica As ações docentes: indicativos para uma prática pedagógica histórico-crítica |
title |
The teaching actions: indicative for a historical-critical pedagogical practice |
spellingShingle |
The teaching actions: indicative for a historical-critical pedagogical practice Silva, Michelli Cristiane Rosa da Historical-critical Pedagogy. Reading and Writing. Pedagogical Practice. Pedagogía Histórico-Crítica Lectura y Escritura Práctica pedagógica. Pedagogia Histórico-Crítica Leitura e Escrita Prática Pedagógica. |
title_short |
The teaching actions: indicative for a historical-critical pedagogical practice |
title_full |
The teaching actions: indicative for a historical-critical pedagogical practice |
title_fullStr |
The teaching actions: indicative for a historical-critical pedagogical practice |
title_full_unstemmed |
The teaching actions: indicative for a historical-critical pedagogical practice |
title_sort |
The teaching actions: indicative for a historical-critical pedagogical practice |
author |
Silva, Michelli Cristiane Rosa da |
author_facet |
Silva, Michelli Cristiane Rosa da Zanelato, Eliete Lima, Roger dos Santos |
author_role |
author |
author2 |
Zanelato, Eliete Lima, Roger dos Santos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Michelli Cristiane Rosa da Zanelato, Eliete Lima, Roger dos Santos |
dc.subject.por.fl_str_mv |
Historical-critical Pedagogy. Reading and Writing. Pedagogical Practice. Pedagogía Histórico-Crítica Lectura y Escritura Práctica pedagógica. Pedagogia Histórico-Crítica Leitura e Escrita Prática Pedagógica. |
topic |
Historical-critical Pedagogy. Reading and Writing. Pedagogical Practice. Pedagogía Histórico-Crítica Lectura y Escritura Práctica pedagógica. Pedagogia Histórico-Crítica Leitura e Escrita Prática Pedagógica. |
description |
The study in focus is presented as an experience report, result from activities developed in the Program for Scholarships for Beginner Teachers (PSBT) in the course of 2016. This academic work aims to reflect the results of application of a historical-critical planning about reading and writing in a municipal school in Ariquemes/RO, with a class of third year of Basic Education. Initially, was done a bibliographic review guided on historical-critical pedagogy, with Saviani (2008, 2011) and Gasparin (2012) as main authors. In the aftermath, a semi-structured interview with the teacher of class and 32 hours of observations were carried out, helping the class teacher. After the recognition of students and the knowledge already acquired for them on the theme, the interdisciplinary planning of 32 hours was elaborated. As of activities developed, is considered that the historical-critical pedagogy is an innovative method for the educational institutions, because it allows the appropriation of scientific expertise without ignoring their relationship with the everyday knowledge. The teaching actions developed on the basis of such pedagogy demonstrated their efficiency in teaching-learning, is perceived improvements in the quality of reading and writing of majority children, besides a greater interest in the lessons. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-24 |
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://rsdjournal.org/index.php/rsd/article/view/341 10.17648/rsd-v7i8.341 |
url |
https://rsdjournal.org/index.php/rsd/article/view/341 |
identifier_str_mv |
10.17648/rsd-v7i8.341 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/341/287 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Roger dos Santos Lima info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Roger dos Santos Lima |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 7 No. 8; e1078341 Research, Society and Development; Vol. 7 Núm. 8; e1078341 Research, Society and Development; v. 7 n. 8; e1078341 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052828712173568 |