Concepções do professor alfabetizador: uma visão históricocrítica? / Alphabetiser teacher conceptions: a historic-critical view?

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This work pretends to make an analysis of teachers conceptions on respect of child concept, the educator role and function and the paper of the interaction as child development propeller. Starting from a deep theoryc study guided by the historic-critical perspective intends to analyze how conceptions and beliefs guides the educator in the moment that the child take a qualitative increase on his cognitive and social development by acquisition of reading and writing capacities. For the research empirical part 14 interviews was made with teachers, in a municipality at Paraná State inland, that have been submitted to a continued formation during 7 years into the historic-critical perspective. The results shows generally that the teachers definitions alternates so innate-mature as interactionists conceptions of infantile development, refer the child development as result of innate factors or linked to the ambient influence, originated from external factors and acquired by the person. Do not start from the pre-conception that the teacher and the social relations contribute through mediation for the formation of the superior psychological functions, necessary for the knowledge appropriation. Consider that this study may extend the analysis and reflection about propositions that support the construction and execution of a continued formation taking as north reference the perspective of changes on the educational process, looking to that actions developed on pedagogic procedures may change teachers daily practices.

ASSUNTO(S)

perspectiva histórico-crítica professor alfabetizador historic-critical perspective psicologia teachers definitions

ACESSO AO ARTIGO

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