Metodologia do

Ensino-Aprendizagem
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 3UHVLGHQWHGD5HS~EOLFD Chefe de Gabinete
/XL],QiFLR/XODGD6LOYD Ednalva Freire Caetano

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que, apoiada pela
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(Fonte: http://googlediscovery.com).

8
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valores e respeitar os valores do outro.

9
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Psicologia 6HJXQGR SRGHPRV REVHUYDU D SDODYUD HGXFDomR HVWi OLJDGD DR

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em 1913 quando &RQWXGRFRQYpPIULVDUTXHFRPRDÀUPD3,/(77,DHGXFDomR
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motor, gerador do
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pais representantes
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Psicologia RDXWRURHQVLQRUHIHUHVHjHGXFDomRHVFRODU
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behaviorismo. Prin-
cipais representantes
Karl Rogers e Abra-
ham Maslow.

10
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o surgimento da psicologia humanista e cognitivo-construtivista, a Abrange como
principais objetos
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por aprendizagem, centra-se no aluno que tem necessidade de aprender uma H D PHPyULD SUR
curando explicar
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do conhecimento
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na aprendizagem prioriza o aluno e o processo. cognitivas como:
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e social. Principais
representantes:
Piaget, Ausubel,
Bruner e Vygotsky.

11
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cidadania.
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UHDOL]DGDQRHVSDoRItVLFRGDHVFRODPDVWDPEpPSHORVRXWURVSURFHVVRVGH
ensino-aprendizagem que ocorrem fora dela. Concebida assim, e tendo em
conta a realidade concreta do homem brasileiro, PILETTI (2007), citando
6DYLDQLDSUHVHQWDRVVHJXLQWHVREMHWLYRVJHUDLVSDUDDHGXFDomREUDVLOHLUD
HGXFDomRSDUDDVXEVLVWrQFLDVLJQLÀFDTXHRKRPHPSUHFLVDDSUHQGHUD
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VHUmRDOFDQoDGRVFRPXPDPXGDQoDJHUDOGRSDQRUDPDDWXDOTXHUJHUDO
quer educacional.
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HVSHFtÀFRVGDHGXFDomREUDVLOHLUD
- desenvolver plenamente o educando;
TXDOLÀFiORSDUDRWUDEDOKR
SUHSDUiORSDUDRFRQYtYLRVRFLDOHRH[HUFtFLRGDFLGDGDQLD

12
 (GXFDomROLQJXDJHPHHQVLQR
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/,1*8$*(0/Ì1*8$()$/$ 1
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REMHWRGHHVWXGRHGHSUHSDUDomRSDUDIXWXUDLQWHUYHQomRGLGiWLFD9DPRV
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OtQJXDTXHYDPRVGHFLGLURTXHHQVLQDU
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VHPHGLDQWHDDUWLFXODomRGHVRQVJHVWRVHWFSUySULRVGRVVHUHVKXPDQRV
e dos animais.
2UD VH WDPEpP RV DQLPDLV WrP OLQJXDJHP WRUQDVH QHFHVViULR
GLIHUHQFLiODGDKXPDQDTXHGHYHVHUHQWHQGLGDFRPRVLVWHPDVHPLyWLFR
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KXPDQDeSRUWDQWRDWUDYpVGDOLQJXDJHPTXHDVVLPLODPRVDHGXFDomR
tanto do ponto de vista social como individual.
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DVHUHQWmRDOtQJXD"
$OtQJXDRXLGLRPDpRVLVWHPDGHVLJQRVTXHSHUPLWHDTXHPDPDQHMD
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3UtQFLSH&DER9HUGHH7LPRU/HVWH

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Paradigmas
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Estruturalismo, ge-
rativismo e prag-
P i W L F D  5 H Y H M D
na disciplina de
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paradigmas.
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(VWDGRV8QLGRVGD,QJODWHUUDGD$XVWUiOLDHQWUHRXWURVHpDLQGDOtQJXD
franca no momento;
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GD)UDQoD%pOJLFD6XtoD&DQDGiYiULRVSDtVHVGDÉIULFDHPXLWDVUHJL}HV
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/tQJXDpSRLVDOLQJXDJHPYHUEDOXWLOL]DGDSRUXPJUXSRGHLQGLYtGXRV
que constitui uma comunidade.
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GDFRPXQLGDGHQXPGHWHUPLQDGRPRPHQWReXPDWRLQGLYLGXDOTXHFDGD
membro pode efetuar com o uso da linguagem.
$QWHVGRVXUJLPHQWRGD/LQJXtVWLFDDOtQJXDHUDHVWXGDGDDSDUWLUGD
JUDPiWLFDTXHWLQKDÀQDOLGDGHSUHVFULWLYDHHUDFRQVLGHUDGDFRPRLQVWUX
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VHH[SUHVVDPEHPSRUTXHQmRSHQVDPDH[SUHVVmRVHFRQVWUyLQRLQWHULRU
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FLUFXQVWkQFLDVTXHFRQVWLWXHPDVLWXDomRVRFLDORSHQVDPHQWROyJLFRGR
homem depende de ele saber articular e organizar a linguagem; esta orga-
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ela que leva ao falar e escrever bem.
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(conjunto de signos que se combinam em regras) capaz de transmitir uma
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turalismo e o gerativismo.
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 (GXFDomROLQJXDJHPHHQVLQR
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estrangeira visto que a depender de como se concebam, muda-se a proposta
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OtQJXDVORFDLV
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na mesma comunidade a que pertencem. Tampouco no sentido de que

15
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

KDYHUiXPDWHUFHLUDXPDTXDUWDHDVVLPVXFHVVLYDPHQWH(VWDPRVIDODQGR
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dentro de um contexto institucional escolar. Ou seja, no processo de apre-
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em que, no momento de ser ensinada e aprendida, a perspectiva tanto de
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GDOLQJXDJHPFRPRGDVFLrQFLDVGDHGXFDomR

16
 (GXFDomROLQJXDJHPHHQVLQR
Aula

RESUMO 1
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(conhecimento vem do exterior) e outra individual (o conhecimento
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DRSRQWRGHVHUHQWHQGLGRQDDWXDOLGDGHFRPRXPDDomRGHOLEHUDGD
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para seu ensino.

ATIVIDADES
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3RGHKDYHUHQVLQRVHPHGXFDomRHYLFHYHUVD"
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3. O homem pode educar-se sem a escola?
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e em sentido mais restrito?
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WDGDVVREUHDOtQJXD

17
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obras que estejam ao seu alcance, consulte na internet, discuta e debata
com seus colegas, quando tiver oportunidade e com seu tutor presencial
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e presencial, ou ao coordenador da disciplina.

Temas para aprofundar o estudo

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para o ensino delas.
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