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O construcionismo como proposta de inovação pedagógica
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Orientador(es)
Resumo(s)
O paradigma newtoniano-cartesiano apresenta uma visão reducionista do
conhecimento. Numa ruptura paradigmática o construtivismo surge como explicação
teórica afirmando que o conhecimento é construído na interação do sujeito com o objeto
de estudo, numa relação dialógica, com a mediação do educador. No presente estudo, ‘o
construcionismo apresenta-se como proposta de inovação pedagógica’. A presente
pesquisa teve como objetivo saber se o uso das tecnologias educativas numa concepção
construcionista promovem ou não inovação pedagógica na disciplina matemática, numa
turma de nono ano do ensino médio. Constatamos que o construcionismo propõe o
desenvolvimento cognitivo dos aprendizes tornando-os aptos para novas aprendizagens,
com ou sem o uso das tecnologias educativas. Defendemos a concepção construcionista
como inovação pedagógica, com o foco nas práticas pedagógicas, visando a construção
de conhecimento significativo e funcional para a vida.
The Newtonian-Cartesian paradigm presents a reductionist view of knowledge. In a paradigmatic break, constructivism emerges as a theoretical explanation stating that knowledge is constructed in the interaction of the subject with the object of study, in a dialogical relationship, with the mediation of the educator. In the present study, ‘constructionism presents itself as a proposal for pedagogical innovation’. The present research had as objective to know if the use of the educational technologies in a constructionist conception promote or not pedagogical innovation in the mathematical discipline, in a class of ninth year of the high school. We found that constructionism proposes the cognitive development of apprentices making them apt for new learning, with or without the use of educational technologies. We defend the constructionist concept as pedagogical innovation, with a focus on pedagogical practices, aiming at the construction of meaningful and functional knowledge for life.
The Newtonian-Cartesian paradigm presents a reductionist view of knowledge. In a paradigmatic break, constructivism emerges as a theoretical explanation stating that knowledge is constructed in the interaction of the subject with the object of study, in a dialogical relationship, with the mediation of the educator. In the present study, ‘constructionism presents itself as a proposal for pedagogical innovation’. The present research had as objective to know if the use of the educational technologies in a constructionist conception promote or not pedagogical innovation in the mathematical discipline, in a class of ninth year of the high school. We found that constructionism proposes the cognitive development of apprentices making them apt for new learning, with or without the use of educational technologies. We defend the constructionist concept as pedagogical innovation, with a focus on pedagogical practices, aiming at the construction of meaningful and functional knowledge for life.
Descrição
Palavras-chave
Instrucionismo Construcionismo Inovação pedagógica Instructionism Constructionism Pedagogical innovation . Faculdade de Ciências Sociais
Contexto Educativo
Citação
Sousa, M. C., & Brazão, J. P. G. (2021). O construcionismo como proposta de inovação pedagógica. EDUCA-Revista Multidisciplinar em Educação, 8, 1-20. DOI: 10.26568/2359-2087.2021.6131
Editora
Universidade Federal de Rondônia (UNIR)