Psicologia e pratica pedagogica : o processo de reflexão de uma professora

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

Believing that the know-how of psychology is a formative/constitutive necessity in the teaching profession, we have tried, in this research, to analyze the relationship between this knowledge and the teaching practice in the very action and thought of the teacher in his every day classes. Using a qualitative case study of a science teacher in the last years of junior school, we have used Autoscopy procedures as the main source of data. Autoscopy is the video recording of classes; these are later edited and put to reflection on part of the teacher in audio recorded sessions. Auxiliary strategies - statements, interviews and a Field Diary - were used in order to amplify the collection of data. In the results, the following Psychology referentials and authors appear: Gestalt, Humanism, Vygotsky, Bruner, Ausubel, Piaget, Wallon and Behaviorism, which were examined confronting theoretical assumptions, practice and the educational context. In the data analysis, two aspects of the relationship between psychology and the teaching practice emerged. The first has to do with the constitutive elements of the teacher, that is, the development of an open mentality and the learning of the human condition through the grasp of the life experience. These elements came from the experiences and concrete opportunities lived by the teacher through her personal, scholar and professional life. The second aspect has to do with the characteristics and the dynamics of psychology in the teaching practice, which we have analyzed: - the axis around teaching/academic work which an eminently interfering Psychology presumes; - the peculiarity of the relation between theory and practice which a plurality of psychological referentials and a practice geared towards Education as a social practice presumes, and which breaks off with closed theoretical-practical systems while announcing a Psychology of Education headed towards complexity; - the inter-theoretical modus operandi which allows for the circulation of concepts, propositions and principles among referentials as well as the transference of cognitive schemes among themselves.

ASSUNTO(S)

psicologia educacional pratica de ensino professores educação

ACESSO AO ARTIGO

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