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Publication
Os impactos do modelo tradicional de ensino na transposição didática e no fracasso escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Sérgio Martins Duarte | 2.93 MB | Adobe PDF |
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Abstract(s)
A presente investigação trata-se de um trabalho de intervenção, cuja análise foi feita em dois Colégios particulares de Belo Horizonte e tem como objetivo investigar os impactos que o modelo tradicional de ensino das escolas brasileiras acarreta na transposição didática e verificar se esse modelo está sendo desmotivador e entediantepara a maioria dos alunose como objetivos específicos:analisar se o Modelo Tradicional de Ensino é de fato a predominância da metodologia utilizada pelos professores do Ensino Fundamental II e Ensino Médio das escolas particulares do Brasil. Compreender se Modelo Tradicional de Ensino das escolas particulares do Brasil está sendo desmotivador e entediante para a maioria dos alunos e, por consequência, vindo a ser um dificultador na transposição do conteúdo e contribuindo para o fracasso escolar. Pesquisar se os alunos do Ensino Fundamental II e Médio, vinculam suas experiências de ensino e aprendizagem no colégio que tenha efetivamente contribuído para seu aprendizado ao Modelo Construtivista de Ensino. Analisar, por amostragem, se todos os alunos de baixo rendimento das escolas particulares do Brasil são de fato alunos que apresentam dificuldades de aprendizagem. Propor aos professores novas metodologias e formas de abordagens de interação com os alunos, visando a facilitar a transposição didática das matérias lecionadas, contribuindo para o sucesso escolar e mais motivação dos alunos.
Utilizou-se para a coleta de dados inquéritos por questionários com perguntas fechadas que versaram sobre os objetivos investigativos, ao qual responderam alunos do Ensino Fundamental (9º ano) e Ensino Médio de dois Colégios particulares. Das 157 respostas dadas ao questionário, sobre o melhor modelo de ensino, o construtivismo ganhou na escola A com a percentagem de 70,83% dos alunos, já na escola B 72,13% dos alunos demonstraram perceber uma melhora dos resultados com o modelo construtivista. Esse resultado demonstrou claramente que o modelo construtivista pode facilitar e motivar a aprendizagem do aluno.
Outros aspetos foram levantados ao longo da investigação que versam o modelo de aula dado pelos professores, o planeamento e até o rendimento escolar conforme iremos discorrer ao longo do projeto. Diante o exposto, fez-se necessário propormos uma intervenção com o objetivo de instigar os professores a saírem do Modelo Tradicional de Ensino e a enveredar novas práticas para o ensino-aprendizagem do aluno.
The present research is an intervention, whose analysis was done in two private schools in Belo Horizonte and aims to investigate the impacts that the traditional model of teaching of Brazilian schools entails in the didactic transposition and verify if this model is being demotivating and tedious for most of the students and as specific objectives: to analyze if the Traditional Teaching Model is in fact the predominance of the methodology used by Primary School Teachers II and High School of private schools in Brazil. Understanding the Traditional Teaching Model of private schools in Brazil is being discouraging and tedious for most students and, as a consequence, becoming a hindrance in transposing content and contributing to school failure. To find out if students of Elementary and Secondary Education, link their teaching and learning experiences in the college that has effectively contributed to their learning to the Constructivist Model of Teaching. To analyze, by sampling, whether all low income students in private schools in Brazil are actually students who have learning difficulties. To propose to the teachers new methodologies and forms of interaction approaches with the students, in order to facilitate the didactic transposition of the subjects taught, contributing to the school success and more motivation of the students. Questionnaires were used to collect data with closed questions that dealt with the research objectives, which were answered by students from Elementary School (9th grade) and Secondary School from two private schools. Of the 157 answers given to the questionnaire, about the best teaching model, constructivism won in school A with the percentage of 70.83% of students, already in school B 72.13% of the students demonstrated to perceive an improvement of the results with the model constructivist This result clearly demonstrated that the constructivist model can facilitate and motivate student learning. Other aspects were raised during the investigation that relate the model of class given by the teachers, the planning and until the school performance as we will discourse throughout the project. In view of the above, it was necessary to propose an intervention with the purpose of instigating the teachers to leave the Traditional Teaching Model and to embark on new practices for the teaching-learning of the student.
The present research is an intervention, whose analysis was done in two private schools in Belo Horizonte and aims to investigate the impacts that the traditional model of teaching of Brazilian schools entails in the didactic transposition and verify if this model is being demotivating and tedious for most of the students and as specific objectives: to analyze if the Traditional Teaching Model is in fact the predominance of the methodology used by Primary School Teachers II and High School of private schools in Brazil. Understanding the Traditional Teaching Model of private schools in Brazil is being discouraging and tedious for most students and, as a consequence, becoming a hindrance in transposing content and contributing to school failure. To find out if students of Elementary and Secondary Education, link their teaching and learning experiences in the college that has effectively contributed to their learning to the Constructivist Model of Teaching. To analyze, by sampling, whether all low income students in private schools in Brazil are actually students who have learning difficulties. To propose to the teachers new methodologies and forms of interaction approaches with the students, in order to facilitate the didactic transposition of the subjects taught, contributing to the school success and more motivation of the students. Questionnaires were used to collect data with closed questions that dealt with the research objectives, which were answered by students from Elementary School (9th grade) and Secondary School from two private schools. Of the 157 answers given to the questionnaire, about the best teaching model, constructivism won in school A with the percentage of 70.83% of students, already in school B 72.13% of the students demonstrated to perceive an improvement of the results with the model constructivist This result clearly demonstrated that the constructivist model can facilitate and motivate student learning. Other aspects were raised during the investigation that relate the model of class given by the teachers, the planning and until the school performance as we will discourse throughout the project. In view of the above, it was necessary to propose an intervention with the purpose of instigating the teachers to leave the Traditional Teaching Model and to embark on new practices for the teaching-learning of the student.
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Keywords
Didática Modelo tradicional de ensino Modelo construtivista Sucesso escolar Didactics Traditional teaching model Constructivist model School success