O processo de ensino-aprendizagem na perspectiva de Vygotsky.

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.