Banca de QUALIFICAÇÃO: SERGIO LUIZ MAXIMO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : SERGIO LUIZ MAXIMO
DATA : 16/08/2019
HORA: 14:00
LOCAL: na sala 404, 4º andar, Bloco B, Campus SA da Fundação Universidade Federal do ABC, localizada na Avenida dos Estados, 5001, Santa Terezinha, Santo André, SP
TÍTULO:

Pedagogical Psychodrama: the possibilities of an active methodology in the education of science teachers

PÁGINAS: 75
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

The Pedagogical Psychodrama is a method developed by Maria Alicia Romaña, which deals with a teaching practice that places the student as the protagonist of the learning actions. Still little known in basic education, this method is concerned with the critical formation of the student, creating the conditions, from their life experiences, to understand and manage school contents. It is an active methodology that provides an interaction between group, game and theater (dramatization), at any level of teaching, being a method that becomes a facilitator in the collective construction of knowledge. Thus, in this qualitative research, we used the case study to answer the following problem question: "Could Pedagogical Psychodrama contribute as a method of teaching and learning also in the context of initial teacher training?".The general objective of this research was to identify the possible contributions of Pedagogical Psychodrama in teacher training in selected episodes of two undergraduate courses in chemistry, one being compulsory (Chemistry Teaching Practice I) and the other elective (Teaching Resources for Teaching Chemistry), during two four-month periods, within a public university. As data collection instruments, we used the observation and videotaping of the classes, the material productions of the students, as well as an open questionnaire to increase the understanding of the effectiveness of the method in its specific aspects. As methodology of collection and analysis, the theoretical references and fundamental concepts supported by Pedagogical Psychodrama and Psychodrama were used. As preliminary results, the students noticed the emergence of spontaneous and creative responses, considering the contexts and the challenging proposals presented to the students during the classes. The reflective process involved also pointed to new perceptions about issues of teaching practice. We conclude, in part, that Pedagogic Psychodrama as a method of teaching and learning for future teachers is able to demonstrate in practice and by practice its potential to transform book lessons and other "conserved" teaching habits into more original, creative and human practices, besides assisting them in the exercise of self-criticism, valuing the construction of collective solutions and healthy relationships.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1658927 - MAISA HELENA ALTARUGIO
Membro Titular - Examinador(a) Interno ao Programa - 2312902 - SOLANGE WAGNER LOCATELLI
Membro Titular - Examinador(a) Externo à Instituição - LEONARDO ANDRÉ TESTONI - UNIFESP
Membro Suplente - Examinador(a) Interno ao Programa - 1550494 - SERGIO HENRIQUE BEZERRA DE SOUSA LEAL
Membro Suplente - Examinador(a) Externo à Instituição - ANDRÉ AMARAL GONÇALVES BIANCO - UNIFESP