Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Ikeshoji, Elisangela Aparecida Bulla
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| Orientador(a): |
Terçariol, Adriana Aparecida de Lima |
| Banca de defesa: |
Terçariol, Adriana Aparecida de Lima,
Barros, Daniela Melaré Vieira,
Vercelli, Lígia de Carvalho Abões,
Gitahy, Raquel Rosan Christino,
Fusaro, Márcia do Carmo Felismino |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2945
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Resumo: |
This research is linked to the Stricto Sensu Graduate Program in Education at Universidade Nove de Julho, specifically, in the line of research in Popular Education and Culture. The questions that guided the research were: Are teachers' learning styles reproduced in their teaching styles, implying in the planning and development of their pedagogical practice? Do teachers recognize the importance of identifying their students' learning styles in order to develop planning that is more articulated with the reality in which they work? Do teachers recognize that students have different learning styles and that looking at this aspect can break down barriers facilitating the teaching and learning process? How do teachers systematize students' learning styles to support the planning of their pedagogical practices? Faced with these questions, the general objective of this investigation was to analyze the feasibility of applying learning styles to support pedagogical practices in a Technical Course in Management Integrated to High School, at the Federal Institute of São Paulo, a campus located in the interior of the state. As specific objectives, it was outlined: Identify in official and institutional documents: Institutional Political-Pedagogical Project; Didactic Organization; Pedagogical Project of the Technical Course in Administration Integrated to High School Evidence of guidelines regarding the elements of learning styles, teaching styles, teaching strategies and learning strategies that guide pedagogical practices; Identify how the evidence of the elements included in the teaching and learning process that support pedagogical practices collaborate for learning. The approach adopted was of a qualitative nature, of the case study type. Data were collected through the following instruments: Institutional Political-Pedagogical Project, Didactic Organization, Pedagogical Project of the Technical Course in Administration Integrated to High School; Honey-Alonso Learning Styles Questionnaire; Portilho/Banas Teaching Styles Questionnaire and semi-structured on- line interview. For data organization and analysis, it was based on the methodological strategy of the Collective Subject Discourse, based on the theory of learning styles. The research universe had the participation of thirteen teachers and twenty-two students who attended the third and final year of the Technical Course Integrated to High School. The main results show that teachers' learning styles, together with personal and professional experience, influence teaching styles, being the guide of pedagogical practice. Teachers use different teaching strategies, they recognize that students use different learning strategies, but they are not able to articulate the potential of these elements in order to break barriers that prevent learning. Therefore, teachers do not systematize students' learning styles to guide or support pedagogical practices due to the difficulty of pedagogically planning and developing teaching strategies and dealing with heterogeneity in learning preferences. Finally, there is an urgent need for more studies and research that explore the correlations between teaching and learning styles and strategies to support less exclusionary and more personalized pedagogical practices. |
