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O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

机译:小学三年级的历史教学和教师的反思批判性思维

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摘要

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development
机译:从历史和文化的角度来看,这项合作研究是定性方法,针对的是Caicó/ RN市历史领域的三年级基础教育教师。目的是通过合作行动来调查基于前后关系的教学和学习历史学科的设计过程是否允许教师在学校实践中发展批判性反思性思维。 Vygotsky(1998),Rubinstein(1973)和Linblinskaia(1979)等假设的理论和方法论方法得到了支持,他们的理解促使我们反思了教师是否在历史学科中发展了反思性的批判性思维。研究的复杂性使我们进行了分析,使用了不同的方法程序,例如:对文献进行书目审查,还考虑历史领域的文献,访谈,课堂观察,录像和反思会议,从而使澄清教师在教学过程中不断发展的思想的建构和重构。测试结果表明了理论与实践之间的二分法,也表明在基础教育三年级时教授在教学和学习历史学科方面的地位存在一定的脆弱性。老师认识到,她需要进行更深入的理论深化,以此作为持续培训的过程,以改善历史学校的教学实践,但在演讲中指出,她的教学实践是基于批判性反思的。但是,她在课堂实践中存在严重的局限性。我们得出的结论是,尽管她愿意表现出对现实的批判性看法,但她在学校实践中也表现出不良的变化,开始反思自己的行为,指出自己的局限性和尚未成为现实的变化。对她来说,这是一个形成过程。因此,该研究表明,即使进行了会议并反映了不断深入的理论研究,教师也不会在任何教学活动中保持其传统观念的同时改变其形象。这项研究建议组建学校小组,以便从反思批判性思维的角度对历史领域的教育实践进行进一步研究和讨论,以此作为个人和职业发展的手段

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