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Previous issue date: 2014-02-11 / Pontif?cia Universidade Cat?lica de Campinas / This study assumes as its theoretical and methodological foundations the assumptions from the Historical-Cultural Psychology, having Vigotski as its main representative, and whose foundations are based on the historical and dialectical materialism. It aims to analyze the interactions among students and teachers, to identify how interactions are configured, and to what extent they constitute as supporters the learning and the development of students. To this end, we conducted a research intervention with teachers and students from three classes of the third year of elementary school in a public school from a city in the state of S?o Paulo; classes of approximately thirty students, mostly nine years old. The researcher entered weekly to each classroom, from August to December of 2012. The storytelling and production of stories were used as a space for intervention, it was possible to coexist with the classes and observe the interactions established among students, teachers and the researcher. When the activity turned to the production of stories by students, it was possible to encounter texts that expressed the not domain of writing, and in some cases, the not appropriation from this form of expression. As results, it was found that school practices, in relation to the interactions, were based on the monitoring of students exercised by teachers, resulting on investment and attempts to control the behavior of students. This action by the teachers assumes prevalence of develop practices, thus not favoring the development of self-regulation by students and producing the emptying of meaning about teaching and learning. / Este estudo toma como fundamentos te?ricos e metodol?gicos os pressupostos da Psicologia Hist?rico-Cultural, que tem Vigotski como seu principal representante, e cujas bases se assentam no materialismo hist?rico-dial?tico. Assume como objetivo analisar as intera??es entre alunos e professores, visando identificar como elas se configuram, e em que medida se constituem como favorecedoras da aprendizagem e do desenvolvimento dos alunos. Para tal, realizamos uma pesquisa-interven??o junto a docentes e alunos de tr?s turmas do terceiros anos do Ensino Fundamental, de uma escola p?blica municipal, numa cidade do interior do estado de S?o Paulo; turmas de aproximadamente trinta alunos, em sua maioria com nove anos de idade. A pesquisadora se inseriu em cada sala de aula semanalmente, de agosto a dezembro de 2012. Utilizou-se da conta??o e produ??o de hist?rias como espa?o de interven??o, em que foi poss?vel conviver com as turmas e observar as intera??es estabelecidas entre os alunos, com as professoras e com a pesquisadora. Quando a atividade se voltou ? produ??o de hist?rias pelos alunos, nos deparamos com textos que expressam o n?o dom?nio da escrita e, em alguns casos, a n?o apropria??o dessa forma de express?o. Como resultados constatamos que as pr?ticas escolares, no que concerne ?s intera??es, t?m como base a vigil?ncia dos alunos exercida pelas professoras, resultando em tentativas e investimento para controlar o comportamento dos alunos. Esta a??o das docentes assume preval?ncia nas pr?ticas que desenvolvem, n?o favorecendo, portanto, o desenvolvimento da autorregula??o pelos alunos e produzindo o esvaziamento de sentidos sobre o ensinar e o aprender.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/331 |
| Date | 11 February 2014 |
| Creators | Luz, Ana Fl?via Silva |
| Contributors | Souza, Vera L?cia Trevisan de, Guzzo, Raquel Souza Lobo, Marinho-araujo, Claisy Maria |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, BR, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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