As Tendências Pedagógicas que norteiam as práticas dos professores nos Anos Iniciais do Ensino Fundamental.

Abstract

This study deals with a research whose main problem is centered in the Pedagogical Practices developed by teachers in the process of teaching and learning in the Early Years of Elementary School. Therefore, the general objective of this research was to comprehend which Pedagogical Trends influence the Pedagogical Practices of the teachers of the initial years of the Elementary School of a Public School, of the city of Cachoeira dos Índios-PB. And as specific objectives identify the Pedagogical Trends that influence in the planning and the organization of the Pedagogical Practices; discuss how Pedagogical Trends influence the learning process of students and reflect on the importance of interaction and mediation in the teaching and learning process, from the Pedagogical Trends that influence teachers in the classroom. For this purpose a field research was carried out in a public school. The research was developed from a qualitative approach (MINAYO, 2001). The data collection was based on the application of a semistructured interview with four (4) teachers who teach in the early years of elementary education. The research results showed that the interviewed teachers demonstrate that they do not know the Pedagogical Trends that influence their Pedagogical Practices. However, when analyzing teachers' statements, their pedagogical practices were influenced by Liberal Trends: Traditional, Renewed Progressivist, Technician, and Progressive Trends: Liberating and Critical-Social Content, according to Libâneo (1995). In view of the results presented, it is essential that knowledge about Pedagogical Trends be reinforced in undergraduate courses and in continuing education, so that pedagogical actions are consciously reflected by the teachers of the early years of Elementary Education, under the intentionality in the act to plan as well as to organize their Pedagogical Practices in the classroom.