Aula

METODOS DE ENSINO:
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METAS
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OBJETIVOS
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situar uma determinada aula em sua metodologia correspondente.

35e5(48,6,72
Ter realizado a aula 2.

1 3

(Fonte: http://inde-
(Fonte: http://www.
pendenciasulameri-
bsu.edu)
cana.com.br)
5
4

(Fonte: http://records.viu.ca)

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4. Herbart e 5. Piaget, pensadores que,
(Fonte: http://upload. HP GLIHUHQWHV pSRFDV HODERUDUDP (Fonte: http://piaget.
wikimedia.org) PpWRGRVGHHQVLQR infoedu.zip.net)
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

,1752'8d®2
O processo de ensino e aprendizagem requer o conhecimento de
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trabalho sistematizado do professor que combina tanto no planejamento
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MiUHDOL]DWDPEpPRREMHWLYRGHFDGDXPDGHODV

([LVWHPYiULRVPpWRGRVGHHQVLQR+iDOJXPDVGpFDGDVHUDP
EDVWDQWHXWLOL]DGRVPpWRGRVTXHHQIDWL]DYDPRFDUiWHUGLVFL
SOLQDUHEXVFDYDPJDUDQWLUDDGHVmRGRVHVWXGDQWHVDWUDYpVGD
DSOLFDomRGHFDVWLJRV)RQWHKWWSLPDJHVJRRJOHFRPEU

34
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Aula

&21&(,72'(0e72'2(0(72'2/2*,$
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alizar ou conseguir alguma coisa. Entretanto, essas coisas que queremos
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utilizamos para conseguir nosso objetivo.
1D HGXFDomR HVFRODU FDGD iUHD GH FRQKHFLPHQWR GHVHQYROYH
PpWRGRV SUySULRV SDUD TXH VH FRQVLJDP RV REMHWLYRV GH HQVLQR RX
GH DSUHQGL]DJHP GHVHMDGRV $VVLP SRGHPRV HQFRQWUDU PpWRGRV
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SRGHPRV IDODU GH PpWRGRV SHGDJyJLFRV GLGiWLFRV RX PpWRGR SDUD
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WDQWRQDiUHDGD'*FRPQDiUHDGD'/(VVDYDULHGDGHRXFRQMXQWR
GHPpWRGRVFRQVWLWXLDPHWRGRORJLD

&/$66,),&$d®2'260e72'26­/8=
'$','É7,&$*(5$/
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SRUTXDQWRFRPSUHHQGHUGHVHPSHQKDYDSDSHOVHFXQGiULR6HJXQGR+$,'7
(2006), essa forma de ensino estava baseada no entendimento de que o
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a gosto. Defendia-se, portanto, a ideia de que o pensamento humano era
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VHPHVFODUDPDHODGDQGRRULJHPjFRQÀJXUDomRGD'*

0e72'26&/É66,&26
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FDPHQWHDSDODYUDFDWHFLVPRSURYpPGRJUHJRkatecheinTXHVLJQLÀFDID]HU
HFR8WLOL]DGDQRHQVLQRGHWRGDVDVGLVFLSOLQDVHVVHPpWRGRFRQVLVWLDQD
DSUHVHQWDomRSHORPHVWUHGHSHUJXQWDVHUHVSRVWDVMiSURQWDVWDQWRHPVXD
forma oral como escrita. Ensinava-se a ler e escrever como se ensinava um
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VHFDUDFWHUL]DYDSHODUHFLWDomRGHFRU2LPSRUWDQWHQHVVHPpWRGRHUDTXH
o aluno fosse capaz de reproduzir, literalmente, as palavras e frases decora-
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35
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alho da parteira. (VVHPpWRGRVHUHDOL]DHPGRLVPRPHQWRVRGDUHIXWDomRHRGDPDLrXWLFD. No
Como a parteira SULPHLURPRPHQWRRPHVWUHOHYDQWDREMHo}HVjVRSLQL}HVTXHRGLVFtSXORWHP
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que se utiliza de GHVFRQKHFLGRGRIiFLOSDUDRGLItFLOHOHYDLID]HQGRXPDVpULHGHSHUJXQWDVOHYDQGR
perguntas para RGLVFtSXORDUHÁHWLUGHVFREULUHHODERUDUUHVSRVWDV3DUD6yFUDWHVRVPHVWUHVGHYHP
levar o interlocu- WHUSDFLrQFLDFRPRVHUURVHDVG~YLGDVGRVGLVFtSXORVMiTXHpHVWDFRQVFLrQFLDGH
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apresentava uma 0pWRGRLQGXWLYRGH&RPHQLXV'HYLGRjVXDIRUPDomRFULVWm
verdade aos seus &RPHQLXVDFUHGLWDYDTXHGHWRGDVDVREUDVGH'HXVRVHUKXPDQRpDPDLV
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abria caminho HOHRREMHWLYRGDHGXFDomRpDMXGDURKRPHPDDOFDQoDUHVVDÀQDOLGDGH
para que ela viesse
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j OX] D SDUWLU GR
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de todas as coisas que existem. Para Comenius, os jovens de ambos os sexos
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processo de ensino segundo o qual compete ao professor:
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$SUHVHQWDURREMHWRRXLGpLDGLUHWDPHQWHSRUPHLRGHGHPRQVWUDomRMiTXH
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Passar para o assunto seguinte somente quando aluno tiver dominado
o anterior.

36
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Aula

dos naturalistas, principalmente de Rousseau. Acreditava que o ser humano

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3
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deveria respeitar o desenvolvimento infantil, assentando, dessa forma, as
bases da Pedagogia moderna. Defendia que o principal objetivo da educa-
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cionais que se fundamentam na ideia de unidade mental. Segundo ele, o
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37
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tureza humana, precede o conhecimento e o pensamento. Ou seja, antes
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necessidades, desenvolvendo neles as habilidades abaixo que resumem os
SULQFtSLRVGDPHWRGRORJLDDWLYD

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- habilidade para remontar as causas e prever os efeitos.

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Psicologia do Desenvolvimento e do construtivismo operacional e cognitivo
(veja item 2.1.6);
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ou Gestalt.
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Pavlov e Psicologia comportamental ou behaviorista.

38
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Aula

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3
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intelectual e ao seu ritmo de aprendizagem;
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UHDOL]DHPJUXSRSRULVVRYDORUL]DPDLQWHUDomRVRFLDO
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realiza individualmente e em grupo. Por isso, combinam as duas atividades:
individualizada e socializada.

0e72'266(*81'2/,%$1(2
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SURIHVVRUHVDSHVDUGHEDVWDQWHFULWLFDGRWDPEpP1HOHRVFRQKHFLPHQWRV
KDELOLGDGHVHWDUHIDVVmRDSUHVHQWDGDVSHORSURIHVVRU$DWLYLGDGHGRDOXQRp
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DXWRUHPTXHVWmRDSUHVHQWDDVVHJXLQWHVDH[SRVLomRYHUEDODGHPRQVWUDomR
DLOXVWUDomRHDH[HPSOLÀFDomR
0pWRGRGHWUDEDOKRLQGHSHQGHQWHFRQVLVWHHPWDUHIDVGLULJLGDVHRULHQ
tadas pelo professor para que os alunos as resolvam de forma independente
e criativa. Conforme o autor, as tarefas podem acontecer em qualquer mo-
PHQWRGDDXODFRPRWDUHIDSUHSDUDWyULDWDUHIDGHDVVLPLODomRGRFRQWH~GR
RXWDUHIDGHHODERUDomRSHVVRDO
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HQWUHRSURIHVVRUHRDOXQRYLVDQGRjREWHQomRGHQRYRVFRQKHFLPHQWRV
HKDELOLGDGHVEHPFRPRjÀ[DomRHFRQVROLGDomRGHRXWURVMiDGTXLULGRV
6HJXQGRRDXWRUWUDEDOKDGRRFDUiWHUSHGDJyJLFRGDHODERUDomRFRQMXQWD
HVWiQRIDWRGHTXHWHPFRPRUHIHUrQFLDXPWHPDGHHVWXGRGHWHUPLQDGR
que interesse aos alunos e, portanto, queiram falar sobre ele.
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HVWXGRLJXDLVRXGLIHUHQWHVDJUXSRVIL[RVRXYDULiYHLVFXMDILQDOLGDGH
pREWHUDFRRSHUDomRGRVDOXQRVQDUHDOL]DomRGDWDUHID
$WLYLGDGHVHVSHFLDLVVmRDTXHODVTXHFRPSOHPHQWDPRVPpWRGRVGH
HQVLQRFRQWULEXLQGRSDUDDDVVLPLODomRDWLYDGRVFRQWH~GRVRHVWXGR
do meio, o jornal escolar, a assembleia de alunos, o museu escolar, o
teatro, a biblioteca escolar etc.

39
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

&/$66,),&$d®2'260e72'266(*81'2
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morfologia e a sintaxe. Os alunos tanto recebiam como elaboravam
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do grego e do latim desde a antiguidade.
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com o surgimento do behaviorismo na psicologia e o estruturalismo na
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dessas estruturas.
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do Mercado Comum, pois havia uma necessidade crescente de ensinar as
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atuais da metodologia comunicativa.

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perceber, dentro do contexto de nossos estudos, como essas disciplinas
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adequados aos tempos atuais.

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Temas para aprofundar os estudos

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dizagem, o papel do professor e dos alunos subjacentes a ele.
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situar uma determinada aula em sua metodologia correspondente.

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2006.
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SCHMITZ, Egidio. )XQGDPHQWRVGD'LGiWLFD6mR/HRSROGR(GLWRUD
Unisinos, 1993.
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CORDEIRO, Jaime. 'LGiWLFD6mR3DXOR(GLWRUD&RQWH[WR
SANTANA, Givaldo et alii. 4XHVW}HVGHOtQJXDVHVWUDQJHLUDVOtQJXDV
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LUFT, Celso Pedro. (QVLQRHDSUHQGL]DJHPGDOtQJXDSRUWXJXHVD6mR
Paulo: Editora Globo, 2007.
DIONISIO, Anglea Paiva; BEZERRA Maria Auxiliadora. 2OLYURGLGiWLFR
GHSRUWXJXrVP~OWLSORVROKDUHV. Rio de Janeiro: Editora Lucerna, 2005.

43