Pedagogia tradicional: aspectos presentes na prática docente no contexto atual.
The teaching practice is directly related to the historical context in which it is inserted and the didactic-pedagogical approaches that support the pedagogical teaching in the classroom throughout history. The present research BUSCA Direct The look at the aspects that qualify A pedagogical practice...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37718 |
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| Resumo: | The teaching practice is directly related to the historical context in which it is inserted and the didactic-pedagogical approaches that support the pedagogical teaching in the classroom throughout history. The present research BUSCA Direct The look at the aspects that qualify A pedagogical practice within the parameters of innovation/educational tradition. It is, then, a qualitative study that aims to identify aspects of the traditional approach to teaching present in the teaching practice in the current context. In a more particular way, in the practice of Teachers of the Ain the inicial dthe elementary school of four public schools in the municipality of Caicó, RN. Theoretically, the work is based on Libânio (1984) and Luckesi (1994), when dealing with the different pedagogical trends that have been oriented to teaching practice in the classroom along of history, as well as it is supported in Tardif (2002) when dealing with teaching work and the reflections of professional training in the way teachers act in the classroom. As results, it is verified that the pedagogical practice of the professors participating in the research is permeated by aspects of traditional pedagogy, ranging from the form of organization of the room to the methods Educational resources used. Regarding the conceptions and perceptions that the professors participating in the research have of the traditional and innovative approaches and their reflections in the teaching practice in the classroom in the current context, we found that, although when conceiving the pedagogy Traditional they have sent it to something old-fashioned, for them traditional pedagogical practices still permeate the school context nowadays and, moreover, this does not show for them with absolutely negative content. We finalized this study recognizing and valuing the importance of knowledge about different pedagogical approaches, because we believe that the first step to know-how is knowing, which constitutes both the knowledge Theoretical-methodological apprehended in professional training, as in the experiences experienced in everyday practice in the classroom. |
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