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Abstract(s)
A educação pública brasileira tem passado por transformações na esfera ideológica, sendo permeada por diferentes tendências pedagógicas, as chamadas “teorias da educação” que acompanham e fundamentam as práticas educativas. Nesse contexto, as tendências pedagógicas brasileiras estão classificadas em liberais ou progressistas. A fim de compreender como se dá a aplicação dessas tendências no âmbito escolar, o presente trabalho, através de uma abordagem qualitativa, utilizou como instrumentos de coleta de dados entrevista e observação não-participante das aulas dos docentes selecionados. Foram realizadas entrevistas com dez professores que se autodenominavam progressistas, para analisar adequadamente a fala desses docentes e, posteriormente, relacionar essas informações aos resultados da observação das práticas educativas desses professores, para finalmente triangular os dados obtidos e chegar a uma conclusão sobre como se concretizaria na prática curricular diária o discurso progressista dos docentes pesquisados. A conclusão indica que a construção do pensamento pedagógico progressista necessita de fundamentação teórica mais consistente, pois estes ainda desconhecem princípios característicos de cada uma das três tendências pedagógicas, ignorando suas especificidades. Também foi constatado que há uma diversidade de entraves que permeiam o âmbito escolar e que tornam a efetivação da interlocução do discurso e a prática progressista um trabalho árduo e desafiador.
Brazilian public education has undergone several transformations in the ideological sphere, being theoretically permeated by the most different pedagogical tendencies, the so-called “theories of education” that accompany and base educational practices. In this context, the Brazilian pedagogical tendencies are classified as liberal or progressive. In order to better understand how these trends are applied in the school context, the pesent work, through a qualitative approach, used as data colletion instruments the interview and the non-participant observation of the classes of the teachers selected. Initially, an interview was conducted with ten teachers who called themselves progressives, so that they could adequately analyze the speech of these observed teachers and later, relate this information to the results of the educational practices of these teachers, to finally triangulate the data and achieve a conclusion about how the progressive discourse of the researched teachers would materalize in the dailly curricular practice. The conclusion reached is that the construction of progressive pedagogical thinking still needs a more consistent theoretical foundation, because they still unaware of the characteristic principles of each of the three pedagogical tendencies, ignoring their specifities. It has also been observed that there are diversity of obstacles that permeate the school environment and that make effective the dialogue between discourse and progressive practive, an arduous and challenging work.
Brazilian public education has undergone several transformations in the ideological sphere, being theoretically permeated by the most different pedagogical tendencies, the so-called “theories of education” that accompany and base educational practices. In this context, the Brazilian pedagogical tendencies are classified as liberal or progressive. In order to better understand how these trends are applied in the school context, the pesent work, through a qualitative approach, used as data colletion instruments the interview and the non-participant observation of the classes of the teachers selected. Initially, an interview was conducted with ten teachers who called themselves progressives, so that they could adequately analyze the speech of these observed teachers and later, relate this information to the results of the educational practices of these teachers, to finally triangulate the data and achieve a conclusion about how the progressive discourse of the researched teachers would materalize in the dailly curricular practice. The conclusion reached is that the construction of progressive pedagogical thinking still needs a more consistent theoretical foundation, because they still unaware of the characteristic principles of each of the three pedagogical tendencies, ignoring their specifities. It has also been observed that there are diversity of obstacles that permeate the school environment and that make effective the dialogue between discourse and progressive practive, an arduous and challenging work.
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Keywords
Tendências pedagógicas Discurso pedagógico Práticas pedagógicas Pedagogical trends Pedagogical Speech Pedagogical Practice
Citation
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Instituto Politécnico do Porto. Escola Superior de Educação