A formação do pensamento teórico na teoria do ensino desenvolvimental: contribuições para o ensino de Química
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2017-10-18
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Universidade Federal de Goiás
Resumo
This research is linked to the Research Line: Training, Teaching Professionalization and
Educational Work and has as its object the contributions of the theory of developmental teaching
for teaching Chemistry in High School. We start from the assumption that the primary social
function of the school is the teaching of the knowledge historically accumulated by humanity,
synthesized in Science, Art and Philosophy and that this knowledge in the form of scientific
concepts, plays a fundamental role in the process of human development. Based on the historical-
cultural theory of development and Vassili Vassilievitch Davidov's (1982, 1987, 1988, 2003)
developmental theory of developmental teaching, we understand that school education that
promotes learning and development is organized in a way that instigates students' theoretical
thinking. The main objective of this research is to identify and analyze the contributions of the
theory of developmental teaching to the teaching of Chemistry in High School. Seeking to
understand the pedagogical-didactic foundations of this theory through the accomplishment of a
didactic-formative experiment with students of the first year of High School of a public school in
Cuiabá-MT. The methodology used in this research consists in the accomplishment of a didactic-
formative experiment, taking as object of teaching and learning the substances and materials ́
content. The concrete result of the experiment was the interaction of the teacher with the groups
and the interaction with the group in general. The accomplishment of the didactic-formative
experiment allowed us to follow and understand better how the complex process of learning of the
scientific concepts takes place, as well as to identify and analyze certain contributions of the theory
of developmental teaching to the organization of the teaching of Chemistry. The students at the end
of the experiment developed the formation of a creative thought that was constructed from the
historical process on materials and substances, which denoted the students greater autonomy in the
use of this knowledge in situations that they did not have at the beginning of the experiment.
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Citação
SILVESTRE, A. A. A formação do pensamento teórico na teoria do ensino desenvolvimental: contribuições para o ensino de Química. 2017. 125 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia,
2017.