Possibilidades de in(ter)venções pedagógicas na sala de aula: um olhar sobre as microinterações
Resumo
Trata-se de um estudo sobre microinterações estabelecidas em uma 1ª série do ensino fundamental, em uma escola pública de periferia urbana. Pressupondo o professor como agente de in(ter)venção nos processos de construção de conhecimento e desenvolvimento cognitivo dos estudantes e com base em referenciais piagetianos e bakhtinianos e observações nãoparticipantes, investiga-se se a professora pressupõe e reconhece os processos cognitivos das crianças quando lhes propõe atividades e se sua intervenção produz nelas condições para a construção de conhecimentos em novos patamares. Por fim, apresentam-se indicativos pautados no método clínico que poderiam compor formas de escuta e de orientação das práticas de ensinar e aprender, mediadas pelo diálogo entre professor e alunos.
Palavras-Chave: relação pedagógica, intervenção, aprendizagem, troca cognitiva
Possibilities of pedagogic in(ter)ventions in the classroom: a look about the micro interactions
AbstractThis article shows a work about the micro interactions in an elementary education first grade class from a public school in a poor area of the city. It takes the role of the teacher for granted as an agent in the construction process of knowledge and cognitive development of the students. According to Piaget and Bakhtin’s references and using non-participant observations, the study researches if the teacher estimates and recognizes the children’s cognitive processes when presenting activities at classroom and if the pedagogical intervention produces any conditions for knowledge construction in a new level. Finally, aspects based upon Piaget’s clinical method are shown, which could become forms of different listening and teaching practices, conceiving a relation of dialogue between teacher and students.
Key-Words: pedagogic interaction, intervention, learning, cognitive exchange
Palavras-Chave: relação pedagógica, intervenção, aprendizagem, troca cognitiva
Possibilities of pedagogic in(ter)ventions in the classroom: a look about the micro interactions
AbstractThis article shows a work about the micro interactions in an elementary education first grade class from a public school in a poor area of the city. It takes the role of the teacher for granted as an agent in the construction process of knowledge and cognitive development of the students. According to Piaget and Bakhtin’s references and using non-participant observations, the study researches if the teacher estimates and recognizes the children’s cognitive processes when presenting activities at classroom and if the pedagogical intervention produces any conditions for knowledge construction in a new level. Finally, aspects based upon Piaget’s clinical method are shown, which could become forms of different listening and teaching practices, conceiving a relation of dialogue between teacher and students.
Key-Words: pedagogic interaction, intervention, learning, cognitive exchange