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A dramatização como estratégia de ensino de História
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| 4.85 MB | Adobe PDF |
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Abstract(s)
Esta pesquisa teve por objetivo analisar uma estratégia de ensinoaprendizagem utilizada como favorável ao processo de aprendizagem significativa, considerada, inicialmente, como uma provável prática pedagógica inovadora, uma vez que se propunha a (re)significar a aprendizagem de História e a contribuir para a construção da aprendizagem, por escolares, de aspectos deste campo do conhecimento, utilizando a teatralização nas respectivas aulas. Este foi um fator motivador na escolha do objeto a ser pesquisado, pois nos pareceu que a estratégia de aprendizagem estudada fugia do padrão das estratégias tradicionais que apenas levavam à aprendizagem mecânica, por memorização de fatos, datas, situações da História. A estratégia referida colocava a aprendizagem significativa de alunos de escola pública do Ensino Fundamental em primeiro plano. Nesta pesquisa, utilizamos procedimentos de pesquisa etnográfica, um estudo de caso, tentando responder a seguinte questão: O uso da representação teatral como estratégia de aprendizagem de fatos históricos é fator que favorece a aprendizagem significativa de conteúdos da disciplina História? Indagando, ainda, se esta seria uma inovação pedagógica. Para a coleta de dados foram utilizados: entrevistas etnográficas, observação direta, aplicação de questionário, análise documental, registros fotográficos e conversa informal, conforme registrado. Precedeu-se a analise de cada grupo de dados de per si, e por triangulação de dados das categorias analisadas. Foram investigados elementos implicados nesta estratégia pedagógica, sua dinâmica e seus efeitos na aprendizagem de História, que tive a teatralização como procedimento pedagógico. O estudo mostra que esta estratégia, de fato, envolve os alunos integralmente, favorecendo a aprendizagem significativa, propiciando não apenas aprender o que foi dito e descrito do fato histórico nos livros, mas também permitindo que os alunos “sentissem” o fato, pois recriaram, usaram cenários e linguagens variadas, (palavras,gestos,roupas, maquiagem, adereços, elementos do ambiente (re)criando-os...), enfim, o trabalho permitia aos estudantes “vestirem a pele” dos personagens e, empaticamente viverem o fato em um certo espaço e tempo, mesmo que recriados e, assim, o compreendendo melhor e, consequentemente, conferindo sentido ao fato estudado e aprendendo significativamente. Portanto, de acordo com os dados coletados e analisados à luz dos autores consultados, concluímos que esta pode ser considerada uma prática pedagógica inovadora e eficaz.
This research aimed to analyze a teaching and learning strategy used as conducive to meaningful learning process, considered initially as a probable innovative pedagogical practice, as proposed to (re) define the learning of history and contribute to the construction of learning, school, aspects of this field of knowledge, using the theatricality in their classes. This was a motivating factor in choosing the object to be searched because it seemed to us that learning strategy studied fled the pattern of traditional strategies that only led to rote learning by memorization of facts, dates, situations of history. The strategy put meaningful learning of public school elementary school students in the foreground. In this research, we use ethnographic research procedures, a case study, trying to answer the following question: The use of theatrical representation as historical facts learning strategy is a factor that favors the significant learning of history discipline content? Inquiring, even if this would be a pedagogical innovation. For data collection were used: ethnographic interviews, direct observation, questionnaires, document analysis, photographic records and casual conversation as recorded. it preceded the analysis of each per data group itself, and by triangulating data from the analyzed categories. elements involved were investigated in this pedagogical strategy, its dynamics and its effects on learning history, which had the theatricality as a pedagogical procedure. The study shows that this strategy, in fact, involves the full students, promoting meaningful learning, providing not only learning what was said and described the historical fact in the books, but also allowing students to "feel" that, as recreated , used scenarios and different languages (words, gestures, clothing, makeup, props, environmental elements (re) creating them ...) finally, the work allowed students to "put on the skin" of the characters and empathically live the fact that in a certain space and time, even recreated and thus the better understanding and thus giving direction to the fact studying and learning significantly. Therefore, according to the data collected and analyzed in the light of the authors consulted, we conclude that this can be considered an innovative and effective teaching practice.
This research aimed to analyze a teaching and learning strategy used as conducive to meaningful learning process, considered initially as a probable innovative pedagogical practice, as proposed to (re) define the learning of history and contribute to the construction of learning, school, aspects of this field of knowledge, using the theatricality in their classes. This was a motivating factor in choosing the object to be searched because it seemed to us that learning strategy studied fled the pattern of traditional strategies that only led to rote learning by memorization of facts, dates, situations of history. The strategy put meaningful learning of public school elementary school students in the foreground. In this research, we use ethnographic research procedures, a case study, trying to answer the following question: The use of theatrical representation as historical facts learning strategy is a factor that favors the significant learning of history discipline content? Inquiring, even if this would be a pedagogical innovation. For data collection were used: ethnographic interviews, direct observation, questionnaires, document analysis, photographic records and casual conversation as recorded. it preceded the analysis of each per data group itself, and by triangulating data from the analyzed categories. elements involved were investigated in this pedagogical strategy, its dynamics and its effects on learning history, which had the theatricality as a pedagogical procedure. The study shows that this strategy, in fact, involves the full students, promoting meaningful learning, providing not only learning what was said and described the historical fact in the books, but also allowing students to "feel" that, as recreated , used scenarios and different languages (words, gestures, clothing, makeup, props, environmental elements (re) creating them ...) finally, the work allowed students to "put on the skin" of the characters and empathically live the fact that in a certain space and time, even recreated and thus the better understanding and thus giving direction to the fact studying and learning significantly. Therefore, according to the data collected and analyzed in the light of the authors consulted, we conclude that this can be considered an innovative and effective teaching practice.
Description
Keywords
Aprendizagem significativa Estratégia de ensino-aprendizagem Inovação pedagógica Teatralização (como estratégia de ensino) História Meaningful learning Teaching and learning strategy Pedagogical innovation Theatricality (as a teaching strategy) Story Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais