O experimento didático formativo na perspectiva da teoria do ensino desenvolvimental
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e246996
Idioma(s)
pt, en
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
O texto discute o experimento didático formativo como modalidade de pesquisa em didática na perspectiva do ensino desenvolvimental, conforme princípios teórico-metodológicos formulados por Vygotsky, Davydov e Hedegaard a partir da teoria histórico-cultural. Tem-se como premissa que o conhecimento didático necessita avançar na direção de práticas pedagógicas para o enfrentamento das desigualdades sociais e escolares, o que requer pesquisas que aprofundem a análise didática do processo ensino-aprendizagem. O presente estudo decorreu de pesquisa bibliográfica da produção dos autores mencionados, tendo como objetivos: descrever os resultados do estudo, destacando as contribuições de cada teórico na caracterização do experimento didático formativo e seus procedimentos|| argumentar pela relevância da abordagem do experimento didático formativo como microciclo de investigação. Adicionalmente, é apresentada uma das modalidades de experimento didático formativo desenvolvida no Grupo de Pesquisa coordenado pelos autores, integrando princípios de Vygotsky, Davydov e Hedegaard. Conclui-se que o experimento didático formativo como microciclo de investigação origina um conhecimento didático capaz de sustentar e fortalecer a didática desenvolvimental orientada para finalidades educativas de superação das desigualdades sociais e escolares existentes no país.
This text discusses the formative didactic experiment as a modality of didactic research from the perspective of developmental teaching, according to theoretical-methodological principles formulated by Vygotsky, Davydov and Hedegaard within the historical-cultural theory. The premise is that didactic knowledge needs to be incorporated into pedagogical practices to tackle social and school inequalities, which requires research that deepens the didactic analysis of the teaching-learning process. The present study resulted from a bibliographic research of the production of the mentioned authors, with the following objectives: to describe the results of the study, highlighting the contributions of each theorist in the characterization of the formative didactic experiment and its procedures|| to argue for the relevance of the formative didactic experiment approach as a microcycle of investigation. In addition, we present one of the modalities of formative didactic experiment developed in the Research Group coordinated by the authors, which integrated the principles of Vygotsky, Davydov and Hedegaard. It is concluded that the formative didactic experiment as a microcycle of investigation gives rise to didactic knowledge capable of sustaining and strengthening the developmental didactics oriented towards educational purposes in order to overcome the social and school inequalities existing in the country.
This text discusses the formative didactic experiment as a modality of didactic research from the perspective of developmental teaching, according to theoretical-methodological principles formulated by Vygotsky, Davydov and Hedegaard within the historical-cultural theory. The premise is that didactic knowledge needs to be incorporated into pedagogical practices to tackle social and school inequalities, which requires research that deepens the didactic analysis of the teaching-learning process. The present study resulted from a bibliographic research of the production of the mentioned authors, with the following objectives: to describe the results of the study, highlighting the contributions of each theorist in the characterization of the formative didactic experiment and its procedures|| to argue for the relevance of the formative didactic experiment approach as a microcycle of investigation. In addition, we present one of the modalities of formative didactic experiment developed in the Research Group coordinated by the authors, which integrated the principles of Vygotsky, Davydov and Hedegaard. It is concluded that the formative didactic experiment as a microcycle of investigation gives rise to didactic knowledge capable of sustaining and strengthening the developmental didactics oriented towards educational purposes in order to overcome the social and school inequalities existing in the country.
Descrição
Palavras-chave
Ensino desenvolvimental, Experimento didático formativo, Pesquisa em didática, Developmental teaching, Formative didactic experiment, Didactic research
Citação
FREITAS, Raquel A. Marra da Madeira; LIBÂNEO, José Carlos. O experimento didático formativo na perspectiva da teoria do ensino desenvolvimental. Educação e Pesquisa, São Paulo, SP, v. 48, p. e246996. 2022. https://doi.org/10.1590/S1678-4634202248246996. Disponível em: https://www.scielo.br/j/ep/a/JGhPMWNtWJqB6FPnWtCbpwH/?format=html&lang=pt. Acesso em: 2023-09-26