Maria da Conceição Barbosa-Lima

Conhecimento científico, seu ensino e aprendizagem: atualidade do construtivismo

The present article comes from an illustration of the etymology of the word constructivism - to sow together - and then gather the seeds that will be put at the pupils disposal throughout the courses for the development of Physics teachers. Among them there are arguments in favor of a sustainable version of Constructivism, recognizing the critics of epistemological, psychological or even pedagogical origin, to a few aspects of versions that have been circulated by researchers of education in science, in the last years. With the commitment of not being limited to criticism and in light of the complexity of educational systems about which the debate about Constructivism takes place, the pedagogical version proposed in this work integrates a vision of reality closer to that acceptable by the community of researchers and professors of Physics. There is valuable work in constructivist teaching of scientific knowledge that the community of researchers in education of Physics has carried out for more than two decades in Brazil as well as in other countries.

Ensinar, formar, educar e instruir: a linguagem da crise escolar

In Portuguese, four words have been used to describe the pedagogical activity: ensinar (to teach), formar (to form), educar (to educate) and instruir (to instruct). Their meanings and uses have shifted significantly, reflecting not only changes in the school system but also in the society development. An etymological study shows that their original meanings and uses may tell us something about the school - teacher - student relationship prevailing at a given time. The special case of Physical Sciences is examined to show that there seems to have a clear connection between the use of these words and the underlying philosophical conceptions embodied in the pedagogical practices.

CONOCIENDO LOS COLORES SIN NUNCA HABERLOS VISTO

Teaching colors to blind students has been a challenge for physics teachers. However, we insist on trying to do so, considering that all senses are mobilized in the learning process and that concept formation is a sociolinguistic process. In this manner, the sense of sight, lacking in our case study, can be replaced by others in multisensorial learning. We evaluated imagistic content about the color concept and ascertained its multisensory origin in a free association test with blind and sighted students. Although any other sense could ever make a blind person visually perceive colors, we conclude that the concept of color depends not only on the sense of sight, and that other associations are involved in their significance construction. Thus, it is possible that teaching colors to blind students can stop being such an unbeatable challenge.

TO KNOW THE COLORS WITHOUT EVER HAVING SEEN THEM

Teaching colors to blind students has been a challenge for physics teachers. However, we insist on trying to do so, considering that all senses are mobilized in the learning process and that concept formation is a sociolinguistic process. In this manner, the sense of sight, lacking in our case study, can be replaced by others in multisensorial learning. We evaluated imagistic content about the color concept and ascertained its multisensory origin in a free association test with blind and sighted students. Although any other sense could ever make a blind person visually perceive colors, we conclude that the concept of color depends not only on the sense of sight, and that other associations are involved in their significance construction. Thus, it is possible that teaching colors to blind students can stop being such an unbeatable challenge.

CONHECER AS CORES SEM NUNCA TÊ-LAS VISTO

Teaching colors to blind students has been a challenge for physics teachers. However, we insist on trying to do so, considering that all senses are mobilized in the learning process and that concept formation is a sociolinguistic process. In this manner, the sense of sight, lacking in our case study, can be replaced by others in multisensorial learning. We evaluated imagistic content about the color concept and ascertained its multisensory origin in a free association test with blind and sighted students. Although any other sense could ever make a blind person visually perceive colors, we conclude that the concept of color depends not only on the sense of sight, and that other associations are involved in their significance construction. Thus, it is possible that teaching colors to blind students can stop being such an unbeatable challenge.

NON-FORMAL EDUCATION AND TRAINING OF TEACHER FOR THE VISUALLY IMPAIRED

Relatamos o desenvolvimento de um projeto didatico utilizando o metodo de ‘atelier’ de Schon, na disciplina Ensino de Fisica e Inclusao Social. Um grupo de alunos deficientes visuais de um Colegio da zona norte do Rio de Janeiro foi levado ao Campo dos Afonsos para conhecer um aviao Bandeirante. A atividade foi dividida em duas fases: a primeira, no auditorio, informou aos alunos e seus acompanhantes sobre a historia da aviacao brasileira e sobre a sustentabilidade de uma aeronave, a segunda no hangar onde os jovens tatearam um Bandeirante e ocuparam a cabine de controle. Concluimos que o oferecimento ao licenciando de oportunidade de atuacao real, mesmo que em uma situacao de ensino nao formal foi positiva para sua formacao.O pensamento docente espontâneo e um saber docente caracteristico da vivencia escolar, no qual o estudante se apropria de praticas de professores que passaram por sua vida e as coloca em acao quando se torna professor. Diversos autores tem apontado para a limitacao desse saber, uma vez que e validado pelo senso comum. Nesse sentido, o presente trabalho buscou verificar, atraves de questionario e entrevista, se os estudantes ingressantes no curso de licenciatura em Quimica possuem concepcoes caracteristicas do pensamento docente espontâneo. Para caracteriza-lo, utilizamos o referencial dos modelos didaticos de Garcia Perez. Apoiados na Analise Textual Discursiva, observamos que os estudantes, de fato, trazem ideias sobre a docencia baseadas em sua experiencia na educacao basica, principalmente sobre o processo avaliativo.

O ENSINO NÃO FORMAL E A FORMAÇÃO DE UM PROFESSOR DE FÍSICA PARA DEFICIENTES VISUAIS

Relatamos o desenvolvimento de um projeto didatico utilizando o metodo de ‘atelier’ de Schon, na disciplina Ensino de Fisica e Inclusao Social. Um grupo de alunos deficientes visuais de um Colegio da zona norte do Rio de Janeiro foi levado ao Campo dos Afonsos para conhecer um aviao Bandeirante. A atividade foi dividida em duas fases: a primeira, no auditorio, informou aos alunos e seus acompanhantes sobre a historia da aviacao brasileira e sobre a sustentabilidade de uma aeronave, a segunda no hangar onde os jovens tatearam um Bandeirante e ocuparam a cabine de controle. Concluimos que o oferecimento ao licenciando de oportunidade de atuacao real, mesmo que em uma situacao de ensino nao formal foi positiva para sua formacao.O pensamento docente espontâneo e um saber docente caracteristico da vivencia escolar, no qual o estudante se apropria de praticas de professores que passaram por sua vida e as coloca em acao quando se torna professor. Diversos autores tem apontado para a limitacao desse saber, uma vez que e validado pelo senso comum. Nesse sentido, o presente trabalho buscou verificar, atraves de questionario e entrevista, se os estudantes ingressantes no curso de licenciatura em Quimica possuem concepcoes caracteristicas do pensamento docente espontâneo. Para caracteriza-lo, utilizamos o referencial dos modelos didaticos de Garcia Perez. Apoiados na Analise Textual Discursiva, observamos que os estudantes, de fato, trazem ideias sobre a docencia baseadas em sua experiencia na educacao basica, principalmente sobre o processo avaliativo.