LUCENA, Josiane Dantas Martins.
Abstract:
The present monographic work entitled "The process of teaching and learning in
Vygotsky's perspective ", aims to analyze how teaching for a
meaningful learning, what teaching strategies are used so that
learning happens, like the life story and cultural aspects of each
student are considered during the work with the syllabus contents of the
school, and finally how the students' level of learning is monitored. THE
research developed in the monographic work was carried out at E.M.E.I F. Vitoria
Bezerra in the city of Cajazeiras - PB in a room of the 3rd year of Elementary School
I, composed of eighteen students and one of them being deaf. The research is conceptualized
as a case study, and data collection instruments were used to
classroom observation, interviewing students and teacher, and also sources
oral, present memories and narratives collected during the Supervised Internship
in Teaching. A qualitative approach was taken in the collection and analysis of the data.
Laurence Bardin's Content Analysis for the
first moment of the research. And in the second moment for the analysis of the experience
of the Supervised Internship in Teaching came to the New Cultural History.
In view of the analyzes to which the data collected during the
observation, the interviews and the Internship, it was seen that in the researched classroom
the perspective postulated in Vygotsky's theory almost
because students are seen as mere patients in the learning process,
rarely discuss or problematize the contents, their daily experiences
are discarded, and the teaching process is based on the mechanical reproduction of
activities, where they do not lead the student to think about why that learning.
Thus, one of the reasons for the reign of indiscipline in the
class, students see very little sense in going to school.
