Situações de aprendizagem e promoção da autonomia na sala de aula universitária

• Ano de defesa: 2018
• Autor(a) principal: Silva Junior, Juarez Moreira da
• Orientador(a): Freitas, Lêda Gonçalves de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Psicologia
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Aprendizagem; Autonomia; Sala de aula universitária
• Palavras-chave em Inglês: Learning; Autonomy; University classroom
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Resumo em Inglês: The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2488

The purpose of this research is to investigate learning situations and the fostering of autonomy in university classroom. The main objective of this thesis is to analyze which relationships exist between learning situations and the fostering of student autonomy. According to its objectives, it is a descriptive/analytical research. According to the data collection procedures, this study is a field research. Considering the nature of the data, it is qualitative. It was observed, based on participatory pedagogy, the learning situations proposed by the teacher, which are responsible by the interactions created and established in the classroom. This favored the analysis of evidence of fostering student autonomy taking into account four interrelated spheres: situated practice, overt instruction, critical schema and transformed practice. It should be emphasized that learning situations cannot be reduced and/or limited to problem situations and/or problematization of theme/content. From this result, it is concluded that the fostering of student autonomy must occur through the proposal, execution and efficient monitoring of the spheres that make up the learning situations; that is, it does not occur with the simple proposition of problem situations on scientific knowledge. It is understood that autonomy is a two-way process, it relates to the professor’s attitude as much as to the student’s, which are inserted in an educational context. Desiring the development of student autonomy requires the correct use of learning situations, as well as providing opportunities for the student to be responsible for his own individual and sociocultural learning, which will allow him, through interaction, to become an autonomous and conscious agent in social practices, through the domain of existing knowledge in society and the way to produce this knowledge.