Os sentidos pessoais e os significados sociais da aprendizagem e das dificuldades de aprendizagem na formação inicial de professores: uma análise dos cursos de Pedagogia da UFT e da USP

Abstract

This PhD research aimed to understand the personal meanings that Pedagogy students at UFT and USP build on the scientific concepts of learning and learning difficulties. To this end, we carried out this investigation in two stages: the first was with bibliographic research and analysis of the programs of the Psychology of Education disciplines of each of the Pedagogy courses surveyed, as well as of the discipline plans of the interviewed teachers; and in the second stage, we built the empirical corpus, performing data collection with semi-structured interviews with eight students and a professor at the Federal University of Tocantins, and four students and a professor at the University of São Paulo, for further analysis. This was carried out with the use of the Content Analysis technique, according to Bardin (1977), and later interpreted based on the historical and methodological theoretical and Marxist dialectical framework, specifically that which bases Socio-historical Psychology. From these analyzes, it was possible to apprehend the synthesis resulting from the confrontation between what is proposed by the institutions as psychological knowledge necessary for teacher education, which are transmitted by the teachers of the researched courses, and the ways in which students internalize these contents on Educational Psychology, apprehended through the content analysis of their speeches. The results of these analyzes showed, in general, that the scientific concepts related to the learning process are, in large part, represented by students from ideological social meanings. The content related to psychological knowledge, institutionally proposed for Pedagogy courses, and executed by teachers through pedagogical activity is partially assimilated by students in an instrumental and technical way. This is because they used concepts in their explanations, often in a distorted, incomplete, fragmented way, which we understand to be the result of the fact that these concepts were not meant in all their complexity and that, therefore, are not part of the psychic processes that guide their activities. Therefore, we emphasize the need to review the way the Psychology of Education disciplines are organized in teacher education, so that they overcome psychologism and the fragmentation of their teaching, which despite the various criticisms, continues to be carried out through the presentation of the various psychological theories and their concepts, which end up being applied in the educational context in a pragmatic way, without the appropriate appropriation of its historical, political and social determinants.