{"id":5883,"date":"2021-03-25T16:27:29","date_gmt":"2021-03-25T19:27:29","guid":{"rendered":"https:\/\/blogfca.pucminas.br\/colab\/?p=5883"},"modified":"2021-03-28T17:02:51","modified_gmt":"2021-03-28T20:02:51","slug":"destruindo-muros-da-educacao-autoritaria-ensino-com-dialogo","status":"publish","type":"post","link":"https:\/\/blogfca.pucminas.br\/colab\/destruindo-muros-da-educacao-autoritaria-ensino-com-dialogo\/","title":{"rendered":"Destruindo muros da educa\u00e7\u00e3o autorit\u00e1ria: o ensino com di\u00e1logo"},"content":{"rendered":"\n<p>\u201cAnother Brick in the Wall\u201d \u00e9 uma can\u00e7\u00e3o lan\u00e7ada em novembro de 1979 pela banda Pink Floyd. A m\u00fasica \u00e9 considerada um hino do rock progressista, antag\u00f4nica \u00e0 educa\u00e7\u00e3o autorit\u00e1ria e carente de senso cr\u00edtico. At\u00e9 hoje, a mensagem do grupo ainda se faz necess\u00e1ria em muitos lugares em que o ensino n\u00e3o dialoga com os alunos. Entretanto,<strong> in\u00fameras\u00a0metodologias de ensino possibilitam maior integra\u00e7\u00e3o dos estudantes com o ensino e a aprendizagem, al\u00e9m da valoriza\u00e7\u00e3o das diferentes habilidades.<\/strong> Mas ser\u00e1 que a f\u00f3rmula pedag\u00f3gica perfeita realmente existe?<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Pink Floyd - Another Brick In The Wall (HQ)\" width=\"770\" height=\"578\" src=\"https:\/\/www.youtube.com\/embed\/YR5ApYxkU-U?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Metodologias de Ensino<\/h2>\n\n\n\n<p>De acordo com o dicion\u00e1rio Oxford, \u201cpedagogia \u00e9 a ci\u00eancia que trata da educa\u00e7\u00e3o dos jovens, que estuda os problemas relacionados com o seu desenvolvimento como um todo\u201d. A partir dessa defini\u00e7\u00e3o, a pedagogia se fragmenta em in\u00fameros modelos; contemplados, ou n\u00e3o, pelo pensamento cr\u00edtico.<\/p>\n\n\n\n<p>O m\u00e9todo tradicional, em que o professor \u00e9 o sujeito ativo no processo de ensino-aprendizagem, \u00e9 o mais usado no Brasil. Criado no s\u00e9culo XIX, com o intuito de universalizar a educa\u00e7\u00e3o para alfabetizar os indiv\u00edduos, o modelo \u00e9 ainda criticado por alguns profissionais da \u00e1rea.<\/p>\n\n\n\n<p>S\u00e9rgio Martins Duarte, mestre em Doc\u00eancia e Gest\u00e3o da Educa\u00e7\u00e3o pela Universidade Fernando Pessoa, Porto, Portugal, refere-se \u00e0 \u201cPedagogia do Oprimido\u201d, de Paulo Freire, e afirma que: \u201ca pr\u00e1tica do Modelo Tradicional de Ensino \u00e9 uma opress\u00e3o. Quase tudo no processo ensino e aprendizagem se reduz ao professor, que introduz as li\u00e7\u00f5es nos alunos, preocupando-se somente com o resultado final\u201d.<\/p>\n\n\n\n<p>Mas existem escolas que inovam no \u00e2mbito educacional, como as montessorianas, as construtivistas e as que adotam o modelo Waldorf. Todas essas visualizam os discentes como parte ativa do processo de aprendizado, prezando pela manuten\u00e7\u00e3o de autonomia e singularidade.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" src=\"https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-1024x683.jpg\" alt=\"\" class=\"wp-image-5892\" srcset=\"https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-1024x683.jpg 1024w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-300x200.jpg 300w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-768x512.jpg 768w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-1536x1024.jpg 1536w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-2048x1365.jpg 2048w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-370x247.jpg 370w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-270x180.jpg 270w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-570x380.jpg 570w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-740x493.jpg 740w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/close-up-of-cheerful-student-with-red-t-shirt-150x100.jpg 150w\" \/><\/figure>\n\n\n\n<p>Maria Alice Cambraia Godoy Barreto conta um pouco da sua experi\u00eancia ao estudar na escola waldorfiana \u201cPolen\u201d, em Nova Lima, Minas Gerais. De acordo com a mineira, hoje estudante de psicologia, sua experi\u00eancia foi de suma import\u00e2ncia para sua forma\u00e7\u00e3o como indiv\u00edduo. \u201cEu acho que ter estudado l\u00e1 me fez totalmente diferente do que eu seria. A base que eu tenho hoje, tanto de desenvolvimento ps\u00edquico, quanto motor&#8230; Isso tudo teve muita influ\u00eancia!\u201d. Ela acredita ser uma pessoa bastante compreensiva, soci\u00e1vel, e bastante ligada \u00e0s artes e ao manual \u2013 ideais pregados na escola.<\/p>\n\n\n\n<p>Em contrapartida, a universit\u00e1ria tamb\u00e9m relata um ponto desfavor\u00e1vel dessa metodologia. De acordo com sua percep\u00e7\u00e3o, &#8220;Quando voc\u00ea n\u00e3o segue exatamente o que o restante das pessoas segue \u2013 como se fosse uma manada -, voc\u00ea acaba se tornando um &#8216;peixe fora d\u2019\u00e1gua&#8217;. Ent\u00e3o, apesar de eles terem todo esse lado de trabalhar o pessoal e individual do aluno, voc\u00ea acaba sendo enquadrado em um modelo, que \u00e9 o modelo interno da Institui\u00e7\u00e3o.&#8221;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">M\u00faltiplas intelig\u00eancias ou diferentes habilidades?<\/h2>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" src=\"https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-1024x683.jpg\" alt=\"\" class=\"wp-image-5891\" srcset=\"https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-1024x683.jpg 1024w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-300x200.jpg 300w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-768x512.jpg 768w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-1536x1024.jpg 1536w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-370x247.jpg 370w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-270x180.jpg 270w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-570x380.jpg 570w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-740x493.jpg 740w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920-150x100.jpg 150w, https:\/\/blogfca.pucminas.br\/colab\/wp-content\/uploads\/2021\/03\/artificial-intelligence-4389372_1920.jpg 1920w\" \/><\/figure>\n\n\n\n<p>Em 1980, Howard Gardner, professor de psicologia em Cambridge (Estados Unidos) desenvolveu a \u201cTeoria das M\u00faltiplas Intelig\u00eancias\u201d. Ele afirmava que as capacidades dos indiv\u00edduos podem ser fragmentadas em <a href=\"https:\/\/youtu.be\/piHVfnOoFJI\" target=\"_blank\" rel=\"noreferrer noopener\">gamas diferentes<\/a>, que inclu\u00edam: intelig\u00eancia l\u00f3gico-matem\u00e1tica, intelig\u00eancia espacial, intelig\u00eancia corporal-cinest\u00e9sica, intelig\u00eancia intrapessoal, intelig\u00eancia interpessoal, intelig\u00eancia musical e intelig\u00eancia lingu\u00edstica.<\/p>\n\n\n\n<p>Mas esse modelo de entendimento das intelig\u00eancias \u00e9 visto com desconfian\u00e7a h\u00e1 anos. Jonas Jardim de Paula, psic\u00f3logo, mestre em neuroci\u00eancias, doutor e p\u00f3s-doutor em medicina pela UFMG, rebate: <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>As controv\u00e9rsias quanto ao modelo de Howard Gardner datam do mesmo ano da publica\u00e7\u00e3o e divulga\u00e7\u00e3o desta ideia, e permaneceram em debate at\u00e9 o in\u00edcio da d\u00e9cada passada. O modelo de intelig\u00eancias m\u00faltiplas faz sentido em termos intuitivos, afinal, vemos pessoas que se destacam em \u00e1reas diferentes, logo, \u00e9 poss\u00edvel que tenham habilidades diferentes, mas foi um modelo invalidado em termos cient\u00edficos.<\/p><cite>Jonas Jardim de Paula<\/cite><\/blockquote>\n\n\n\n<p>Ap\u00f3s uma s\u00e9rie de estudos e pesquisas nas \u00e1reas de psicologia, ci\u00eancias da educa\u00e7\u00e3o e neuroci\u00eancia, o modelo de Gardner passou a ser desconsiderado porque, na verdade, o que se tem \u00e9 \u201cum misto de habilidades b\u00e1sicas, como o conhecimento intuitivo das rela\u00e7\u00f5es matem\u00e1ticas, a linguagem, a percep\u00e7\u00e3o, a mem\u00f3ria, a aten\u00e7\u00e3o, associado a nossa capacidade de integr\u00e1-los para resolver os problemas no dia a dia. A intelig\u00eancia representaria, em grande medida, essa nossa capacidade de integra\u00e7\u00e3o\u201d, explica Jonas.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Ent\u00e3o, como \u00e9 poss\u00edvel motivar alunos no processo de ensino-aprendizagem?<\/h2>\n\n\n\n<p>Mesmo com o d\u00e9ficit de evid\u00eancias favor\u00e1veis \u00e0 teoria de Gardner, ainda se faz necess\u00e1rio o est\u00edmulo dos estudantes na aprendizagem, principalmente quando entram na transi\u00e7\u00e3o do fim do ensino fundamental e in\u00edcio do m\u00e9dio, como afirma De Paula. &#8220;Independente da capacidade intelectual, essa \u00e9 uma fase em que os jovens j\u00e1 t\u00eam uma s\u00e9rie de prefer\u00eancias e interesses pr\u00e1ticos que poderiam ser explorados pelas escolas.&#8221;  Um exemplo disso s\u00e3o as ofertas de atividades como marcenaria, programa\u00e7\u00e3o, artes c\u00eanicas e outros cursos t\u00e9cnicos que podem ser usados em fun\u00e7\u00e3o de engajar os estudantes nos campos em que possuem maior interesse.<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">\u00c9 o caso de Amelia Paz Hern\u00e1ndez Silva (18), uma estudante chilena que estudou no Instituto Libertas &#8211; atual escola \u201cCasa Viva\u201d &#8211; em Belo Horizonte. O col\u00e9gio adotava uma linha pedag\u00f3gica pr\u00f3pria, buscando a maior autonomia do aluno no pr\u00f3prio processo de aprendizagem. Ela conta que pode experienciar uma \u201ceduca\u00e7\u00e3o liberal\u201d, em que teve contato direto com aulas de artes, rob\u00f3tica, m\u00fasica, teatro e dan\u00e7a. \u201cAcho que posso dizer que foi a melhor fase da minha vida estudar dessa forma\u201d, afirma.<\/h6>\n\n\n\n<p>Em contraponto, questionado a respeito de uma suposta superestima\u00e7\u00e3o da \u201cintelig\u00eancia l\u00f3gico-matem\u00e1tica\u201d, Jonas Jardim rebate: \u201cDiscordo ainda que n\u00f3s tenhamos uma valoriza\u00e7\u00e3o maior da intelig\u00eancia \u2018l\u00f3gico-matem\u00e1tica\u2019. Se esse fosse o caso, e se essas habilidades realmente fossem enfatizadas na educa\u00e7\u00e3o, provavelmente nossos jovens teriam muito mais sucesso nas avalia\u00e7\u00f5es educacionais de ci\u00eancias, matem\u00e1tica, computa\u00e7\u00e3o&#8230; Quando, na realidade, comparados a outros pa\u00edses, amargamos posi\u00e7\u00f5es muito ruins\u201d.<\/p>\n\n\n\n<p>Por fim, nomear uma metodologia de ensino ou uma \u201cf\u00f3rmula pedag\u00f3gica\u201d como perfeita seria ingenuidade. Em termos educacionais, a busca por um m\u00e9todo de valoriza\u00e7\u00e3o de habilidades e engajamento dos alunos no processo de ensino-aprendizagem ainda \u00e9 um grande desafio. Sendo assim, exige uma personaliza\u00e7\u00e3o do ensino por professores e coordenadores com base nos alunos e no conte\u00fado a ser aprendido.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Leia tamb\u00e9m: <a href=\"https:\/\/blogfca.pucminas.br\/colab\/desafio-educacao-publica-pandemia\/\" target=\"_blank\" rel=\"noreferrer noopener\">O desafio da educa\u00e7\u00e3o p\u00fablica na pandemia<\/a> e <a href=\"https:\/\/blogfca.pucminas.br\/colab\/importancia-da-educacao-sexual-nas-escolas\/\" target=\"_blank\" rel=\"noreferrer noopener\">Qual a import\u00e2ncia da educa\u00e7\u00e3o sexual no ensino infantil?<\/a><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>A discuss\u00e3o da educa\u00e7\u00e3o autorit\u00e1ria frente \u00e0s novas formas de ensino com di\u00e1logo no Brasil. <\/p>\n","protected":false},"author":26,"featured_media":5895,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_eb_attr":"","ngg_post_thumbnail":0,"footnotes":""},"categories":[243],"tags":[359,478,326,379,529,530],"class_list":["post-5883","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educacao","tag-colab","tag-colabpucminas","tag-desafios-da-educacao","tag-estudantes","tag-metodologias-de-ensino","tag-multiplas-inteligencias"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Destruindo muros da educa\u00e7\u00e3o autorit\u00e1ria: o ensino com di\u00e1logo - Colab<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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