Formação Contínua De Professores: A Organização Crítico-Colaborativa Para Transformação

Magalhães, Maria Cecília Camargo

doi:10.5216/lep.v22i2.57502

Cited by 15 publications

(25 citation statements)

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“…This paper aims at discussing the development of Higher Mental Functions (HPF) in their relation to the education of children and adolescents with (or without) specific educational needs or disabilities in impoverished school contexts mostly in the outskirts of a large city (São Paulo) in Brazil. We show that certain circum-stances might affect or hinder education, and more specifically the development of HMF, especially in times of the pandemics 1 , in a context that encompasses (1) the lack of financial means for families to support their children's distance learning in the current social-educational situation (imposed by COVID- 19), for example, and where (2) schools and universities had to interrupt their activities for months in order to search for financial sup-port to try to provide students with computers and internet services for some educational work to be resumed. Nonetheless, in the outskirts of São Paulo, most teachers report not having any contact with 50% to 80% of their students during most of the school year, which initiated in March 2020, a couple of weeks before everyone was instructed to stay at home.…”

Section: First Words Firstmentioning

confidence: 98%

A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

Fidalgo

Magalhães

Pinheiro

2020

Cultural-Historical Psychology

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This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

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Section: First Words Firstmentioning

confidence: 98%

A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

Fidalgo

Magalhães

Pinheiro

2020

Cultural-Historical Psychology

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“…Dessa forma, pesquisadora e pesquisados, a parYr de uma perspecYva dialógica, têm como objeYvo comum relacionar a teoria e a práYca de forma analíYca. Em pesquisas, as ações dos parYcipantes (pesquisadores e parYcipantes da escola -professores, gestores, alunos) são definidas e negociadas de forma colaboraYva, durante todo o projeto, mas também críYca e intencionalmente refleYdas por meio de uma análise que objeYva a compreensão de problemas, valores, necessidades, questões colocadas e análises iniciais (Magalhães, 2018).…”

Section: Delimitação Do Problema De Pesquisaunclassified

“…O presente projeto de pesquisa se alicerça no Paradigma CríYco e se alinha à Pesquisa CríYca de Colaboração (PCCol) (Fidalgo, 2006), já que intenciona transformar os parYcipantes envolvidos no processo por meio de uma discussão dialéYca em torno das temáYcas formação docente, práYca reflexiva-críYca, educação inclusiva e processo de ensinoaprendizagem. Com isso, pretende intervir e alcançar em alguma medida todos os envolvidos no processo reflexivo -parYcipantes e pesquisador -de forma assimétrica e não imposiYva, mediante negociações e tensões suscitadas na ação colaboraYva, a qual propicia a possibilidade de (res)significação de discursos e práYcas (Magalhães, 2018). Para tanto, elencaremos, abaixo, os elementos que compõem o panorama teóricometodológico dessa pesquisa, assim como da produção de dados.…”

Section: Metodologiaunclassified

“…Para isso, faz-se necessário o conceito de ZPD (zona proximal de desenvolvimento), explanado por Vygotsky (2007) no qual o professor atua para ampliar os conhecimentos trazidos pelos alunos. Nesse processo, a linguagem, como mediadora na organização colaboraYva dos contextos de formação conbnua, está voltada à consYtuição de um coleYvo que, por meio de relações mútuas e dialéYcas entre professores, gestores, alunos e, muitas vezes, pesquisadores, discute a realidade da escola em relação a mudanças da sociedade e à consYtuição de novas compreensões (Magalhães, 2018).…”

Section: Introductionunclassified

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A Prática Reflexiva do Professor na Educação Inclusiva no Ensino Técnico Integrado ao Médio

Tamashiro

2022

RLM

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Este artigo é um esboço de um projeto de pesquisa do doutorado que está iniciando os estudos relacionados à formação de professores na perspectiva da reflexão crítica na Educação Inclusiva de pessoas com necessidades educacionais especiais. O mesmo se propõe a uma reflexão sobre a prática docente em um Instituto Federal de Educação, Ciência e Tecnologia de São Paulo no Curso de Ensino Técnico Integrado ao Médio. Alicerça-se na teoria sócio-histórico-cultural, na reflexão crítica das práticas docentes e no paradigma da Pesquisa Crítica de Colaboração PCCol. Para tanto, pretende utilizar-se de levantamento documental da legislação em torno do assunto, filmagens de aulas, sessões reflexivas e criação/aplicação de curso de Formação continua para os professores.The Reflective Practice of the Teacher in Inclusive Education in Technical Education Integrated to High School Abstract This article is a sketch of a doctoral research project which is starting here the studies regarding the teaching formation in the perspective of critical reflection in Inclusive Education for people with special educational needs. The same is proposed to a reflection about the teaching practice at a Federal Institute of Education, Science and Technology of São Paulo in the High School Course Integrated to Technician. It is based on socio-historical-cultural theory, critical reflection of teaching practices and the PCCol Collaborative Critical Research paradigm. Therefore, the intention is to use the documentary survey of the legislation around the subject, filmed classes, reflective sessions and creation / application of a continuing training course for teachers. Keywords: teacher education, inclusive education, critical reflection

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“…Based on the discussions carried out by Vygotsky (1930Vygotsky ( , 1934, researchers who work with his ideas nowadays (e.g., Stetsenko, 2017;Magalhães, 2009Magalhães, , 2018Ninin & Magalhães, 2017) among many others, state that language is a central element to mediate the collaborative organization of contexts for learning and development of scientific concepts in the classroom. This is the case of language that is organized argumentatively, which implies collaborative relations that focus on socio-historical contradictions that are constituted as part of our experiences.…”

Section: Cultural-historical Theorymentioning

confidence: 99%

Discussion Circle for the Teaching-Learning of Statistics

Magalhães

2021

SERJ

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Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area. Abstract: Portuguese No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.

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Formação Contínua De Professores: A Organização Crítico-Colaborativa Para Transformação

Cited by 15 publications

References 0 publications

A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

A Prática Reflexiva do Professor na Educação Inclusiva no Ensino Técnico Integrado ao Médio

Discussion Circle for the Teaching-Learning of Statistics

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