Discutindo sobre concepções de aprendizagem: uma experiência significativa com um grupo de professoras.

Abstract

The present study presents the results of an intervention directed to a group of in-service teachers, working in a private institution for the education of adolescents and adults, located in the city of Rio Grande (RS). This perspective, the main objective was to plan, to execute and to evaluate a cycle of discussions about different conceptions of learning. The intervention was developed during five meetings of 04 hours each that they had turned about conceptions of learning and was organized according to the principles of Historical- Cultural Psychology, involving dialogues and sharing of experiences provoked by the introduction of contents related to the main learning conceptions that underline, either consciously or unconsciously, current teachers’ practice. Debates were aimed at leading participants to reflect upon their pedagogic actions and about themselves, as professionals. The theoretical frame that gave support to the planning and implementation of the cycle has been organized into two parts: in the initial part, learning conceptions were presented (innate, behaviorist, constructivist, historical-cultural) mainly based on texts produced by Becker (1993, 1994, 1996), Pozo (2002), Fontana e Cruz (1997) and Vigotski (1996, 2000, 2007). The investigation had a qualitative character and the following data collection instruments were used: questionnaire to evaluate participants´ previous knowledge about the cycle’s discussion theme; field diary; reflexive written exercises carried out during the cycle; and focus group aiming at a final assessment of the evaluation. Data was analyzed and interpreted using the technique of content analysis. The results indicate that a discussion focused and organized about learning conceptions is an essential element for all initial and in-service teacher formation courses. It has been possible to perceive that participants´ concepts about such conceptions, which were initially spontaneous and disorganized, became conscious and systematic, by the end of the cycle. New contents related to learning conceptions have been internalized and reflections promoted self-knowledge. The manner in which the cycle was organized has been evaluated as very adequate and efficient in terms of fulfilling the objectives of the intervention.