O desenvolvimento das operações mentais no fazer pedagógico de professores das series iniciais do ensino de 1.º grau, revelado nas questões/exercícios de compreensão de textos

Abstract

Resumo: Como determinadas escolas de 1ª a 4ª séries do ensino de 1º grau, pertencentes à rede pública estadual e localizadas na periferia urbana do município de Curitiba, encaminham a questão do desenvolvimento das operações mentais do seu alunato? A proposta desta pesquisa objetivou encontrar uma resposta para essa indagação e, para tanto, buscou analisar as questões/exercícios que professoras daquelas escolas usaram nas atividades de compreensão de textos, em Português, uma vez que se entende que os tipos de exercícios propostos nesse conteúdo específico são extensíveis aos demais, ofertados nas séries em que se circunscreveu o estudo. As questões/exercícios de compreensão de textos foram verificadas para ver se elas estariam solicitando a expressão, pelo aluno, de operações mentais, e a forma como isto se processaria em uma mesma série e ao longo das quatro primeiras séries de escolaridade. Para essa tarefa se estabeleceram critérios, retirados da psicologia do desenvolvimento de Jean Piaget. Esses critérios, organizados em um quadro, serviram, neste estudo, como instrumento para diagnosticar a forma de construção das questões de compreensão de textos apresentadas aos alunos. O quadro de critérios representa a contribuição que este estudo deixa para orientar o professor na organização do tipo de questão examinada, a fim de que ele, de fato, faça proposições que desafiem a capacidade do aluno e levem este a desenvolver o pensamento. Como contribuição para o acervo pessoal de conhecimentos docentes, este estudo inclui, também, aquilo que muitos pesquisadores já afirmaram sobre a relação "pensamento - aspectos do processo de ensino - aprendizagem".

Abstract: How do some public elementary schools (1st. to 4th. grade) from Curitiba's urban periphery conduct the problem of children's mental operations development? The purpose of this research - the finding of an answer to the question above - was carried out by the analysis of text comprehension exercises in Portuguese, chose by teachers. Portuguese exercises of text comprehension are seen like a specific content which has an extensive application to every other elementary school subject of the grades focused in the research. Those exercises were examined in order to check if they asked the expression, by the child, of some mental operations and the forms of this expression on each grade and along the four grades chosen to be examined. Criteria were defined for doing the task, and they were based on Jean Piaget's theory of mental development. These criteria (organized in a sequential frame) have, in this study, the function of a diagnostic instrument of the construction forms of the text comprehension exercises presented to children. The criteria setting in offered to help teachers to elaborate text comprehension exercises which would stimulate children's capacities, helping these children to develop their thinking process. The study contributes also to clarify the relationship between the thinking process and some aspects of the teaching/learning process, a problem often examined by many researchers.

Abstract: How do some public elementary schools( 1 st. to 4 th. grade) from Curitiba's urban periphery conduct the problem of children's mental operations development ? The purpose of this research - the finding of an answer to the question above - was carried out by the analysis of text comprehension exercises in Portuguese, chose by teachers. Portuguese exer cises of text comprehension are seen like a specific content which has an extensive application to every other elementary school subject of the grades focused in the research. Those exercises were examined in order to check if they asked the expression, by the child, of some mental operations and the forms of this expression on each grade and along the four grades chosen to be examined. Criteria were defined for doing the task, and they were based on Jean Piaget's theory of mental development. These criteria (organised in a sequential frame) have, in this study, the function of a diagnostic instrument of the construction forms of the text comprehension exercises presented to children. The criteria setting in offered to help teachers to elaborate text comprehension exercises which would stimulate children's capacities, helping these children to develop their thinking process. The study constributes also to clarify the relationship between the thinking process and some aspects of the teaching/learning process, a problem often examined by many researchers.