Atenção, consciência e prática pedagógica: um estudo de suas interconexões
This thesis entitled, Attention, Consciousness and Practice of Teaching: A Study of its Interconnects, argues about a relationship between development of attention and consciousness and its connection to the pedagogical practice developed in a public elementary school in Natal city, Rio Grande d...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14499 |
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| Resumo: | This thesis entitled, Attention, Consciousness and Practice of Teaching: A Study of its
Interconnects, argues about a relationship between development of attention and
consciousness and its connection to the pedagogical practice developed in a public elementary
school in Natal city, Rio Grande do Norte state. The research school is located in the south of
the city. School activities are developed according with the political pedagogical project. The
group investigated was 25 students aged between 8-12 years of the fourth grade. The students
of the research are residents of Ponta Negra village, Pirangi and Neópolis districts. The
research was effected by three teachers however, the purpose of this thesis was to investigate
the relationship between the development of attention and awareness and the pedagogical
practice of one of the teachers who participated in the research, and more specifically
understand the psychic procedures involved in the development of attention and awareness;
enabling conditions for the realization of an educational action that enables the development
in terms of focused attention and states of consciousness of students, analyzing their
interrelations. Therefore, it was used as methodology the collaborative research by providing
elements for research as strategy of formation and development, the coproduction of
knowledge, and the change of educational practice through reflective processes effected
through the collaboration and critical reflection among participants. For empirical
construction, it was used the following procedural elements: meeting, planning, diagnosis of
attention and awareness, reflective period studies, collaborative observation and reflection
sessions with the participant teachers and the students. The diagnosis of attention was effected
through a game and its elaboration was based on the study proposed by Luria (1991). The
purpose of the game was to apprehend the stage where students were in relation of a
development attention. Concerning the diagnosis of consciousness, it was taken as reference
studies by Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) and
others studies discussing this topic. As a method of analysis, it was resorted to the dialectical
historical materialism, the ability to identify, analyze and explain those contradictions
generated in the process. In the analysis procedures were prepared some categories as well as,
were used categories by other authors with the purpose of understanding the critical reflective
process collaborative evidencing the formation of concepts and pedagogical practice of the
participants, and the analysis of a practical pedagogical of a teacher and her relationships with
the development of the psychic process and functions of students, in other words, attention
and awareness. Regarding the reflective process were used the categories: technical reflection,
critical reflection and practical reflection (LIBERALI, 2008). Concerning the analysis of the
concepts were used the categories: description, characterization, definition and
conceptualization (FERREIRA, 2003). And for critical collaboration were the categories:
critical collaboration, uncritical, technique and practice. In pedagogical practice, were used
categories: repetitive practice teaching, heterogeneous and reflexive critical (SOUZA, 2010).
During the collaborative observation was evident predominance of heterogeneous practice,
because the main participant teacher searches for immediate solution to the situations
problem, as well as reflection moments, is the technical arrangement, practice, critical, as well
as concern in interacting with students, the qualitative changes, deep knowledge, renewal and
transformation of the teaching activity. In this process, the collaborative reflection proved to
be an effective strategy for developing awareness of students, because through reflection
sessions, the students were able to understand that learning is a building process and that it
necessary to be careful for their development |
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