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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Atenção. Consciência. Aprendizagem. Reflexão. Colaboração Attention. Consciousness. Learning. Reflection. Collaboration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Atenção. Consciência. Aprendizagem. Reflexão. Colaboração Attention. Consciousness. Learning. Reflection. Collaboration CNPQ::CIENCIAS HUMANAS::EDUCACAO Cunha, Lúcia de Fátima da Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
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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 |
| author2 |
http://lattes.cnpq.br/7372530893965986 |
| author_facet |
http://lattes.cnpq.br/7372530893965986 Cunha, Lúcia de Fátima da |
| format |
doctoralThesis |
| author |
Cunha, Lúcia de Fátima da |
| author_sort |
Cunha, Lúcia de Fátima da |
| title |
Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| title_short |
Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| title_full |
Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| title_fullStr |
Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| title_full_unstemmed |
Atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| title_sort |
atenção, consciência e prática pedagógica: um estudo de suas interconexões |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14499 |
| work_keys_str_mv |
AT cunhaluciadefatimada atencaoconscienciaepraticapedagogicaumestudodesuasinterconexoes |
| _version_ |
1773965511835516928 |
| spelling |
ri-123456789-144992019-07-28T05:08:14Z Atenção, consciência e prática pedagógica: um estudo de suas interconexões Cunha, Lúcia de Fátima da http://lattes.cnpq.br/7372530893965986 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0 Soares Júnior, Francisco Cláudio http://lattes.cnpq.br/8594420871529170 Ribeiro, Márcia Maria Gurgel http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 Rocha, Maria Antonia Teixeira da http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7 Guedes, Neide Cavalcante Silva, Rosália de Fátima e http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8 Atenção. Consciência. Aprendizagem. Reflexão. Colaboração Attention. Consciousness. Learning. Reflection. Collaboration CNPQ::CIENCIAS HUMANAS::EDUCACAO 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 Discute-se nesta tese intitulada Atenção, Consciência e Prática Pedagógica: Um Estudo de suas Interconexões a relação entre desenvolvimento da atenção e da consciência e sua conexão com a prática pedagógica desenvolvida numa escola pública do Ensino Fundamental da cidade de Natal/RN. A referida escola situa-se na zona sul da cidade acima citada. Suas atividades são desenvolvidas em consonância com o Projeto Político Pedagógico. A turma investigada se compõe de 25 alunos na faixa etária entre 8 a 12 anos, inscritos no 4º ano do Ensino Fundamental. Os alunos são provenientes da Vila de Ponta Negra e Conjunto Pirangi - Neópolis. O estudo envolveu três professoras, no entanto, tivemos como objetivo investigar a relação entre o desenvolvimento da atenção e da consciência e a prática pedagógica de uma das professoras partícipes da investigação e, mais especificamente, compreender os procedimentos psíquicos implicados no desenvolvimento da atenção e da consciência; viabilizar condições para a efetivação de uma ação pedagógica que possibilite esse desenvolvimento em termos da atenção concentrada e dos estados de consciência dos alunos, analisando suas inter-relações. Para tanto, utilizamos como metodologia a pesquisa colaborativa, por fornecer elementos para a investigação como estratégia de formação e desenvolvimento, a coprodução de conhecimentos, e a mudança da prática educativa por meio de processos reflexivos realizados por intermédio da colaboração e reflexão crítica entre os partícipes. Para construção empírica, usamos os seguintes elementos procedimentais: reunião, planejamento, diagnóstico da atenção e da consciência, ciclo de estudos reflexivos, observação colaborativa e sessões reflexivas com as partícipes e com os alunos. O diagnóstico da atenção efetivou-se através de um jogo elaborado com base no estudo proposto por Luria (1991). Sua finalidade foi apreender o estágio em que os alunos se encontravam em relação ao desenvolvimento da atenção. Para o diagnóstico da consciência tomamos como referência os estudos de Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) e outros que discutem essa temática. Como método de análise recorremos ao materialismo histórico dialético, pela possibilidade de identificar, analisar e explicar as contradições geradas no processo. Nos procedimentos de análise, elaboramos algumas categorias como também recorremos as já usadas por outros autores, objetivando compreender o processo reflexivo crítico colaborativo, evidenciando a formação de conceitos das partícipes e a análise da prática pedagógica de uma dessas partícipes e suas relações com o desenvolvimento das funções e do processo psíquico dos alunos, isto é, da atenção e da consciência. Em relação ao processo reflexivo recorremos às categorias: reflexão técnica, reflexão crítica e reflexão prática (LIBERALI, 2008). Em se tratando da análise dos conceitos, utilizamos as categorias da descrição, da caracterização, da definição e da conceituação (FERREIRA, 2003). No que se refere ao processo colaborativo as categorias eleitas foram colaboração crítica, acrítica, técnica, e prática. Para a prática pedagógica, as categorias: prática docente repetitiva, heterogênea, e reflexiva crítica (SOUZA, 2010). Apesar de todas nós apresentarmos avanços na elaboração dos significados conceituais de consciência, nem todas atingiram o estágio de conceituação. No entanto apreendemos quais os procedimentos lógicos ativados neste processo e sua inter-relação com o desenvolvimento da atenção concentrada. Durante a observação colaborativa ficou evidente a predominância da prática heterogênea, pois a partícipe busca solução imediata para as situações-problemas, assim como momentos de reflexão, seja da modalidade técnica, prática, crítica como também a preocupação em interagir com os alunos, as mudanças qualitativas, o aprofundamento do conhecimento, a renovação e a transformação da atividade docente. Nesse processo a reflexão colaborativa mostrou-se uma estratégia eficaz de desenvolvimento da consciência dos alunos, pois, por meio de sessões reflexivas, os alunos puderam compreender que aprendizagem é um processo de construção e que é preciso estar atento para que o seu desenvolvimento ocorra 2014-12-17T14:36:38Z 2014-11-25 2014-12-17T14:36:38Z 2014-02-25 doctoralThesis CUNHA, Lúcia de Fátima da. Atenção, consciência e prática pedagógica: um estudo de suas interconexões. 2014. 191 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2014. https://repositorio.ufrn.br/jspui/handle/123456789/14499 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação |