Construtivismo, student-centered approach, task-based learning etc, são componentes de uma filosofia que visa dar ao aprendiz a possibilidade de auto-construir seu aprendizado. Professores adeptos a essa teoria tem, muitas vezes, dúvidas de quando e o quanto devem interferir para ajudarem seus alunos e enfrentam o dilema: Se deixarem os alunos totalmente livres para aprender estes poderão perder o foco e cairem em devaneios improdutivos e se o professor chamar para si o controle da aprendizagem do aluno pode cercear sua "production" (no sentido da Abordagem Comunicativa).
Vamos refletir um pouco sobre isto? Como food for thought leia o texto "A time for telling" (anexado ao seu e-mail) até a página 7 (antes de Experiment 1) e responda à seguinte pergunta:
É premissa do constutivismo a interferencia do professor no processo de aprendizagem do aluno? Em caso positivo , quando e como essa interferência deve ocorrer? Em caso negativo, explique.
A maior parte dos construtivistas defende que o aluno não deve exercer total controle, ou seja, deve sim haver interferência do professor. Torna-se difícil, entretanto, definir quando isto deve ocorrer, já que os alunos podem construir conhecimento a partir de suas próprias descobertas.
ResponderExcluirO texto defende que a interferência do professor deve se dar após a geração de conhecimento prévio dos alunos sobre o tema a ser abordado na aula. O uso da comparação entre casos conflitantes para que os alunos desenvolvam um conhecimento prévio mostra-se bastante eficaz, levando em consideração que em uma mesma sala de aula encontram-se pessoas de perfis variados (idade, sexo, classe social, área de atuação, afinidades, etc), o que possibilita essa troca de conhecimento prévio antes da interferência do professor.
Entretanto, o que pode ser considerado interferência realmente? Acredito que há interferência desde o momento inicial da aula. No exemplo da tesoura, mesmo que os diferentes alunos (“expert” X “comum”) produzam questionamentos diferentes, o professor precisou lançar mão da frase (“The dressmaker used the scissors to cut the cloth for the dress”) ou mesmo de duas tesouras diferentes para que os alunos pudessem compará-las e gerar algum conhecimento prévio, configurando certa forma de interferência, mesmo que mínima, mas necessária a tal processo.
According to the constructivist concept it is not correct to think that the student is alone when developing his knowledge. In fact, quoting the text "A time for telling", "Constructivism refers to a theory of knowledge growth that operates whether one is actively exploring or whether one is sitting still and listening to a lecture or reading a book."
ResponderExcluirThe question is: how much should a teacher interfere in this process? The answer isn't simple, but we need to have in mind that it is the teacher's role to provide activities that help students best construct new knowledge. Sometimes a role play can do it, other times a book or a listening passage can do it.
However, when dealing with listening or reading activities, it is essential that the teacher activates students' prior knowledge. Predicting or previewing are required tasks in these activities.
Therefore, the student builds his knowledge, but the teacher must be around helping him to find the materials and to use the correct tools.
When perusing through the text, reading what my mates said so far and listening to our dear bosses kindly telling us to seek a more student-centered class it seems easy to put in practice constructivism.
ResponderExcluirHowever, literally considering the word constructivism and thinking of us as knowledge builders; it is a psycho-neurological-engineering job to look for the right tool for the students so they can “lay the brick” properly in their brains.
Therefore, I could say that the interference moment comes when we hand out this tool for the student and instruct them on how to handle it correctly. This tool can be as simple as a sentence on a piece of paper or it can be as thorough as a book or a lecture. It does not really matter as teacher Marcia said, as long as the next brick of knowledge is laid down smoothly and wisely in the student´s brain.
After students have completed that portion of their construction, we interfere again to congratulate, to check if everything is the right place, to see it needs refurbishing and then move on for the next brick
Well, After reading the text I still think that we are just mediators between students and knowledge. First we have to let the student share their prior knowledge and just after that guide them with proper material, in order to make them notice that their knowledge can go further. But how the teacher should interfer in that process? And how much? This is a really hard question to answer! The How and the How much the necessity of our student will tell.
ResponderExcluirI do agree with all that has been said. Besides, I also agree that is hard to say to what extent teachers should interfere in the learning process. However, yesterday Carlos Henrique, Raice, Michele and I were talking over the issue and all of us easily recognized that there must have interferences at some point, otherwise there would be no reason for students to go to classes.
ResponderExcluirAs a university student in the law field, I can state that prior knowledge is highly important when attending a lecture. I have been into many, specially when I was a novice. At that time, as everything was new to me, I misinterpreted many aspects because I had jumped to conclusions.
Therefore, we are teachers and we must activate prior knowledge and not only that, but also check if the prior knowledge has been already built, because if it hasn't, then (I think) we need to rearrange the process. xD
To use the constructivism as base of our work we must have an open minded and demeanor, also a great sensibility with the world that is surrounding us. We must have a critical sense and take the initiative to make things change and make these changes worthy to our students. We need to be flexible creating this way a relationship based in quality and not authority. Using the constructivism principles we make them aware of their function in our society, they don’t get manipulated so easily because it was given them the opportunity to think.
ResponderExcluirWe have to be attentive when the correct moment to interfere is about to come, because this is will be the main point when they get in real life and will need to make a decision. They will be responsible for their own life and the paths they have decided to walk through. We know isn’t easy! We teachers must be connected with our students’ aspirations. Since these aspirations are very personal we are not suppose to expose or explain a “problem”, instead we should teach them the “structure” and make them think, build find solutions for these “problems”.
I hope I could have helped in some way! :)
A interferência do professor no construtivismo vai contra quase tudo que ele defende, pra mim particularmente no início foi bem difícil, pois tinha em mente que os alunos tem que construir e tomar suas próprias decisôes ao mesmo tempo em que queria controlar e corrigir suas produções. portanto hoje já acredito que essa interferencia deve existir de certo modo, e que ela sirva de "guidance" pra uma produção coerente e estruturada.
ResponderExcluirA interferência do professor no construtivismo vai contra quase tudo que ele defende, pra mim particularmente no início foi bem difícil, pois tinha em mente que os alunos tem que construir e tomar suas próprias decisôes ao mesmo tempo em que queria controlar e corrigir suas produções. portanto hoje já acredito que essa interferencia deve existir de certo modo, e que ela sirva de "guidance" pra uma produção coerente e estruturada. Ludmila
ResponderExcluir