O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo
Educational Psychology is a primary area of knowledge for teaching training and performance, as it produces knowledge related to the psychological phenomenon that underlies the educational process, providing the knowledge necessary to understand the processes of teaching and learning. In this sense,...
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Psicologia Educacional Educational Psychology Ensino e aprendizagem Teaching and learning Práticas pedagógicas Pedagogical practices Pedagogia Pedagogy |
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Psicologia Educacional Educational Psychology Ensino e aprendizagem Teaching and learning Práticas pedagógicas Pedagogical practices Pedagogia Pedagogy Barreto, Rhebecca Samilly Tinoco O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
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Educational Psychology is a primary area of knowledge for teaching training and performance, as it produces knowledge related to the psychological phenomenon that underlies the educational process, providing the knowledge necessary to understand the processes of teaching and learning. In this sense, the present study aims to understand the resonances of teaching Educational Psychology in initial teacher training, specifically in Pedagogy, in constructing the pedagogical practice of basic education teachers. The theoretical-methodological constructs of this investigation are based on Historical-Cultural Psychology, specifically on the contributions of Vygotsky (1991) and his ways of understanding teaching and learning, highlighting the importance of interaction and dialecticity between the teacher and the student. In this case, qualitative research and comprehensive interviews with the public of teachers trained in Pedagogy working in the basic education scenario were adopted as a methodological procedure. To this end, ten interviews were conducted, 5 with early childhood education teachers and 5 with youth and adult education. In the analysis of the results regarding teaching conceptions about the teaching and learning processes, three categories stood out: conceptions centred on the teaching figure, therefore approaching the view of the teacher as the holder of knowledge and students as passive beings; the divergent conceptions, anchored in different theoretical perspectives; and, the concepts that consider the exchanges between teacher and student, having been the most expressive category among the teachers' responses, approaching the interactionist vision of education. On the other hand, in the analysis of the contribution of Educational Psychology to the construction of their pedagogical practices, all teachers indicate that psychological knowledge contributes to the construction of their pedagogical practices, but their justifications regarding the contributions as mentioned earlier were organized into three distinct categories: conceptions justified based on common sense references or knowledge from another area; the conceptions that justify in a superficial and fragile way, as the answers lack a precise theoretical foundation; and, the conceptions that consider the importance of Educational Psychology justified with theoretical foundations, which had a lesser expression in the analyzed responses. Given this, the conclusive results of this research demonstrate that the resonances of psychological science are still far from practice, limited to the theoretical field, which, in turn, cannot affirm conscious and well-founded theoretical conceptions. Therefore, it is essential to rethink the teaching of Educational Psychology within the scope of initial teacher training so that it is possible to contribute with theoretical and practical subsidies so that teachers can understand psychological theories and give meaning to them in a critical, reflective and conscious in their pedagogical practices, analyzing educational reality through the lenses of psychological science. |
| author2 |
Ribeiro, Cynara Teixeira |
| author_facet |
Ribeiro, Cynara Teixeira Barreto, Rhebecca Samilly Tinoco |
| format |
bachelorThesis |
| author |
Barreto, Rhebecca Samilly Tinoco |
| author_sort |
Barreto, Rhebecca Samilly Tinoco |
| title |
O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
| title_short |
O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
| title_full |
O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
| title_fullStr |
O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
| title_full_unstemmed |
O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo |
| title_sort |
o ensino de psicologia educacional na materialização de saberes necessários à formação do pedagogo |
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Universidade Federal do Rio Grande do Norte |
| publishDate |
2023 |
| url |
https://repositorio.ufrn.br/handle/123456789/57054 |
| work_keys_str_mv |
AT barretorhebeccasamillytinoco oensinodepsicologiaeducacionalnamaterializacaodesaberesnecessariosaformacaodopedagogo AT barretorhebeccasamillytinoco theteachingofeducationalpsychologyinthematerializationofknowledgenecessaryforthetrainingofapedagogue |
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ri-123456789-570542024-03-19T04:02:50Z O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo The teaching of Educational Psychology in the materialization of knowledge necessary for the training of a pedagogue Barreto, Rhebecca Samilly Tinoco Ribeiro, Cynara Teixeira https://lattes.cnpq.br/9762411494030118 Ribeiro, Cynata Teixeira Nóbrega, Danielle Oliveira da Freire, Kátia Régia Lopes Costa Psicologia Educacional Educational Psychology Ensino e aprendizagem Teaching and learning Práticas pedagógicas Pedagogical practices Pedagogia Pedagogy Educational Psychology is a primary area of knowledge for teaching training and performance, as it produces knowledge related to the psychological phenomenon that underlies the educational process, providing the knowledge necessary to understand the processes of teaching and learning. In this sense, the present study aims to understand the resonances of teaching Educational Psychology in initial teacher training, specifically in Pedagogy, in constructing the pedagogical practice of basic education teachers. The theoretical-methodological constructs of this investigation are based on Historical-Cultural Psychology, specifically on the contributions of Vygotsky (1991) and his ways of understanding teaching and learning, highlighting the importance of interaction and dialecticity between the teacher and the student. In this case, qualitative research and comprehensive interviews with the public of teachers trained in Pedagogy working in the basic education scenario were adopted as a methodological procedure. To this end, ten interviews were conducted, 5 with early childhood education teachers and 5 with youth and adult education. In the analysis of the results regarding teaching conceptions about the teaching and learning processes, three categories stood out: conceptions centred on the teaching figure, therefore approaching the view of the teacher as the holder of knowledge and students as passive beings; the divergent conceptions, anchored in different theoretical perspectives; and, the concepts that consider the exchanges between teacher and student, having been the most expressive category among the teachers' responses, approaching the interactionist vision of education. On the other hand, in the analysis of the contribution of Educational Psychology to the construction of their pedagogical practices, all teachers indicate that psychological knowledge contributes to the construction of their pedagogical practices, but their justifications regarding the contributions as mentioned earlier were organized into three distinct categories: conceptions justified based on common sense references or knowledge from another area; the conceptions that justify in a superficial and fragile way, as the answers lack a precise theoretical foundation; and, the conceptions that consider the importance of Educational Psychology justified with theoretical foundations, which had a lesser expression in the analyzed responses. Given this, the conclusive results of this research demonstrate that the resonances of psychological science are still far from practice, limited to the theoretical field, which, in turn, cannot affirm conscious and well-founded theoretical conceptions. Therefore, it is essential to rethink the teaching of Educational Psychology within the scope of initial teacher training so that it is possible to contribute with theoretical and practical subsidies so that teachers can understand psychological theories and give meaning to them in a critical, reflective and conscious in their pedagogical practices, analyzing educational reality through the lenses of psychological science. A Psicologia Educacional é uma área de conhecimento basilar para a formação e atuação docente, uma vez que produz os saberes relativos ao fenômeno psicológico que subjaz ao processo educacional, proporcionando os conhecimentos necessários para a compreensão dos processos de ensinar e aprender. Nesse sentido, o presente estudo tem como objetivo compreender as ressonâncias do ensino de Psicologia Educacional da formação inicial docente, especificamente da formação em Pedagogia, na construção da prática pedagógica de professores da educação básica. Os construtos teórico-metodológicos desta investigação estão fundamentados na Psicologia Histórico-Cultural, especificamente nas contribuições de Vygotsky (1991) e nas suas formas de compreender o ensino e a aprendizagem, ressaltando a importância da interação e da dialeticidade entre o professor e o aluno. Nesse caso, foi adotado como procedimento metodológico a pesquisa qualitativa e a realização de entrevistas compreensivas com o público de professores formados em Pedagogia atuantes no cenário da educação básica. Para tanto, foram realizadas 10 entrevistas, sendo 5 com professoras da educação infantil e 5 da modalidade da educação de jovens e adultos. Na análise dos resultados acerca das concepções docentes sobre os processos de ensino e aprendizagem, foram encontradas três categorias: as concepções centradas na figura docente, aproximadas, portanto, da visão do professor como o detentor do saber e dos alunos como seres passivos; as concepções divergentes entre si, ancoradas em diferentes perspectivas teóricas; e, as concepções que consideram as trocas entre docente e discente, tendo sido a categoria mais expressiva entre as respostas das professoras, aproximando-se da visão interacionista da educação. Por outro lado, na análise sobre a contribuição da Psicologia Educacional para a construção de suas práticas pedagógicas, todas as docentes sinalizam que os conhecimentos psicológicos contribuem para a construção de suas práticas pedagógicas, porém suas justificativas quanto às referidas contribuições foram organizadas em três categorias distintas: as concepções justificadas a partir de referências do senso comum ou de saberes de outra área; as concepções que justificam de forma superficial e fragilizada, pois as respostas carecem de uma fundamentação teórica precisa; e, as concepções que consideram a importância da Psicologia Educacional justificadas com fundamentação teórica, a qual teve uma menor expressão nas respostas analisadas. Diante disso, os resultados conclusivos desta pesquisa demonstram que as ressonâncias da ciência psicológica ainda são distantes da prática, limitadas ao campo teórico, que, por sua vez, não se pode afirmar concepções teóricas conscientes e fundamentadas. Portanto, salienta-se a necessidade de repensar o ensino de Psicologia Educacional no âmbito da formação inicial docente, a fim de que seja possível contribuir com subsídios teóricos e práticos, de modo que os professores possam compreender as teorias psicológicas e significá-las de maneira crítica, reflexiva e consciente em suas práticas pedagógicas, analisando a realidade educacional por intermédio das lentes da ciência psicológica. 2023 2023-12-27T19:51:18Z 2023-12-12 bachelorThesis BARRETO, Rhebecca Samilly Tinoco. O ensino de Psicologia Educacional na materialização de saberes necessários à formação do pedagogo. Orientadora: Cynara Teixeira Ribeiro. 2023. 71 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/57054 pt_BR Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia Centro de Educação |