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Previous issue date: 2014-02-25 / This thesis entitled, Attention, Consciousness and Practice of Teaching: A Study of its
Interconnects, argues about a relationship between development of attention and
consciousness and its connection to the pedagogical practice developed in a public elementary
school in Natal city, Rio Grande do Norte state. The research school is located in the south of
the city. School activities are developed according with the political pedagogical project. The
group investigated was 25 students aged between 8-12 years of the fourth grade. The students
of the research are residents of Ponta Negra village, Pirangi and Ne?polis districts. The
research was effected by three teachers however, the purpose of this thesis was to investigate
the relationship between the development of attention and awareness and the pedagogical
practice of one of the teachers who participated in the research, and more specifically
understand the psychic procedures involved in the development of attention and awareness;
enabling conditions for the realization of an educational action that enables the development
in terms of focused attention and states of consciousness of students, analyzing their
interrelations. Therefore, it was used as methodology the collaborative research by providing
elements for research as strategy of formation and development, the coproduction of
knowledge, and the change of educational practice through reflective processes effected
through the collaboration and critical reflection among participants. For empirical
construction, it was used the following procedural elements: meeting, planning, diagnosis of
attention and awareness, reflective period studies, collaborative observation and reflection
sessions with the participant teachers and the students. The diagnosis of attention was effected
through a game and its elaboration was based on the study proposed by Luria (1991). The
purpose of the game was to apprehend the stage where students were in relation of a
development attention. Concerning the diagnosis of consciousness, it was taken as reference
studies by Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) and
others studies discussing this topic. As a method of analysis, it was resorted to the dialectical
historical materialism, the ability to identify, analyze and explain those contradictions
generated in the process. In the analysis procedures were prepared some categories as well as,
were used categories by other authors with the purpose of understanding the critical reflective
process collaborative evidencing the formation of concepts and pedagogical practice of the
participants, and the analysis of a practical pedagogical of a teacher and her relationships with
the development of the psychic process and functions of students, in other words, attention
and awareness. Regarding the reflective process were used the categories: technical reflection,
critical reflection and practical reflection (LIBERALI, 2008). Concerning the analysis of the
concepts were used the categories: description, characterization, definition and
conceptualization (FERREIRA, 2003). And for critical collaboration were the categories:
critical collaboration, uncritical, technique and practice. In pedagogical practice, were used
categories: repetitive practice teaching, heterogeneous and reflexive critical (SOUZA, 2010).
During the collaborative observation was evident predominance of heterogeneous practice,
because the main participant teacher searches for immediate solution to the situations
problem, as well as reflection moments, is the technical arrangement, practice, critical, as well
as concern in interacting with students, the qualitative changes, deep knowledge, renewal and
transformation of the teaching activity. In this process, the collaborative reflection proved to
be an effective strategy for developing awareness of students, because through reflection
sessions, the students were able to understand that learning is a building process and that it
necessary to be careful for their development / Discute-se nesta tese intitulada Aten??o, Consci?ncia e Pr?tica Pedag?gica: Um Estudo de
suas Interconex?es a rela??o entre desenvolvimento da aten??o e da consci?ncia e sua
conex?o com a pr?tica pedag?gica desenvolvida numa escola p?blica do Ensino Fundamental
da cidade de Natal/RN. A referida escola situa-se na zona sul da cidade acima citada. Suas
atividades s?o desenvolvidas em conson?ncia com o Projeto Pol?tico Pedag?gico. A turma
investigada se comp?e de 25 alunos na faixa et?ria entre 8 a 12 anos, inscritos no 4? ano do
Ensino Fundamental. Os alunos s?o provenientes da Vila de Ponta Negra e Conjunto Pirangi -
Ne?polis. O estudo envolveu tr?s professoras, no entanto, tivemos como objetivo investigar a
rela??o entre o desenvolvimento da aten??o e da consci?ncia e a pr?tica pedag?gica de uma
das professoras part?cipes da investiga??o e, mais especificamente, compreender os
procedimentos ps?quicos implicados no desenvolvimento da aten??o e da consci?ncia;
viabilizar condi??es para a efetiva??o de uma a??o pedag?gica que possibilite esse
desenvolvimento em termos da aten??o concentrada e dos estados de consci?ncia dos alunos,
analisando suas inter-rela??es. Para tanto, utilizamos como metodologia a pesquisa
colaborativa, por fornecer elementos para a investiga??o como estrat?gia de forma??o e
desenvolvimento, a coprodu??o de conhecimentos, e a mudan?a da pr?tica educativa por meio
de processos reflexivos realizados por interm?dio da colabora??o e reflex?o cr?tica entre os
part?cipes. Para constru??o emp?rica, usamos os seguintes elementos procedimentais: reuni?o,
planejamento, diagn?stico da aten??o e da consci?ncia, ciclo de estudos reflexivos,
observa??o colaborativa e sess?es reflexivas com as part?cipes e com os alunos. O diagn?stico
da aten??o efetivou-se atrav?s de um jogo elaborado com base no estudo proposto por Luria
(1991). Sua finalidade foi apreender o est?gio em que os alunos se encontravam em rela??o
ao desenvolvimento da aten??o. Para o diagn?stico da consci?ncia tomamos como refer?ncia
os estudos de Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) e
outros que discutem essa tem?tica. Como m?todo de an?lise recorremos ao materialismo
hist?rico dial?tico, pela possibilidade de identificar, analisar e explicar as contradi??es geradas no
processo. Nos procedimentos de an?lise, elaboramos algumas categorias como tamb?m
recorremos as j? usadas por outros autores, objetivando compreender o processo reflexivo
cr?tico colaborativo, evidenciando a forma??o de conceitos das part?cipes e a an?lise da
pr?tica pedag?gica de uma dessas part?cipes e suas rela??es com o desenvolvimento das
fun??es e do processo ps?quico dos alunos, isto ?, da aten??o e da consci?ncia. Em rela??o ao
processo reflexivo recorremos ?s categorias: reflex?o t?cnica, reflex?o cr?tica e reflex?o
pr?tica (LIBERALI, 2008). Em se tratando da an?lise dos conceitos, utilizamos as categorias
da descri??o, da caracteriza??o, da defini??o e da conceitua??o (FERREIRA, 2003). No que
se refere ao processo colaborativo as categorias eleitas foram colabora??o cr?tica, acr?tica,
t?cnica, e pr?tica. Para a pr?tica pedag?gica, as categorias: pr?tica docente repetitiva,
heterog?nea, e reflexiva cr?tica (SOUZA, 2010). Apesar de todas n?s apresentarmos avan?os
na elabora??o dos significados conceituais de consci?ncia, nem todas atingiram o est?gio de
conceitua??o. No entanto apreendemos quais os procedimentos l?gicos ativados neste
processo e sua inter-rela??o com o desenvolvimento da aten??o concentrada. Durante a
observa??o colaborativa ficou evidente a predomin?ncia da pr?tica heterog?nea, pois a
part?cipe busca solu??o imediata para as situa??es-problemas, assim como momentos de
reflex?o, seja da modalidade t?cnica, pr?tica, cr?tica como tamb?m a preocupa??o em interagir
com os alunos, as mudan?as qualitativas, o aprofundamento do conhecimento, a renova??o e a
transforma??o da atividade docente. Nesse processo a reflex?o colaborativa mostrou-se uma
estrat?gia eficaz de desenvolvimento da consci?ncia dos alunos, pois, por meio de sess?es
reflexivas, os alunos puderam compreender que aprendizagem ? um processo de constru??o e
que ? preciso estar atento para que o seu desenvolvimento ocorra
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14499 |
| Date | 25 February 2014 |
| Creators | Cunha, L?cia de F?tima da |
| Contributors | CPF:02903890463, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0, Soares J?nior, Francisco Cl?udio, CPF:40660796449, http://lattes.cnpq.br/8594420871529170, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Rocha, Maria Antonia Teixeira da, CPF:27177530444, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7, Guedes, Neide Cavalcante, CPF:13559656320, Silva, Ros?lia de F?tima e, CPF:32264046449, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8, Ferreira, Maria Salonilde |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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