Navegando por Palavras-chave "Technical education"

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    Aprendizagem de projetos no ensino técnico : contribuições da teoria histórico-cultural para o desenvolvimento do pensamento teórico dos estudantes
    (Universidade Federal de São Paulo (UNIFESP), 2016-12-20) Arruda, Fabio Pinto de [UNIFESP]; Moretti, Vanessa Dias [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    From the professional education research context of a private network of technical education and its current teaching methodology based on skills, this research investigates the development of theoretical thinking of middle level of vocational technical school students in teaching situations and learning during the preparation of technical projects. The emerging conditions imposed by the new culture of work, through technical and technological advances such as, electronic programs and applications legitimize a fragmented knowledge that subtracts worker the concepts and theoretical knowledge historically produced. In contrast, the study is based on the historical-cultural theory and in particular the contributions of Vygotsky, Leontiev and Davydov. According to the Developmental Theory of Davydov, overcoming a learning guided only in the representations and classifications of objects, allows the appropriation of scientific knowledge essential to the development of theoretical thinking of students. This fact is realized through reflection and analysis of the study object in a collective process of problem solving. The research assumes the conception of dialectical historical materialism, because it lies on the plane of reality and the contradictory relations between work practices and the humanizing proposal of teaching. As a methodological investigation procedure is adopted the formative experiment to organize teaching projects discipline during the first half of 2015. Data collection sought to follow the learning movement in its essence and, therefore, resort to audio records and written productions of students at different times of the project development process, involving collective and individual actions. Data analysis reveals development of students theoretical thinking. Initially, in the isolated reality, two important moments for learning appear in the research: the theory begins to make sense for the student due to the promotion of collective discussions and reality is observed and brought into the school so that it is investigated and not only serve the empirical methods of resolution. Then the isolated contradiction approximates the real contexts of work and ideals of the school and being that of this impasse, students are shown to be light-hearted ways of working from practice that are not sufficient to solve the most complex problems. Finally, the isolated consciousness presents the movement of appropriation of theoretical knowledge of the students who proceed to investigate the problem based on the fundamentals of the physical and mathematical sciences and for in the observation of the process. During the individual and collective actions occurred several abstractions that led the students to explain the problem solving by the analysis of their external and internal properties. The evidence that the organization of project teaching and teacher orientation in a professional technical potentiate to develop the theoretical thinking in order to complete formation of the subject since the school context enables the student intentionally and intensely, the contact the reality, the opportunities of reflection in the face of contradictions and awareness of the properties of the object of study in the midst of the practical and theoretical solutions to the problem.