Investigative dialogue as an instrument for learning and student autonomy
- Autores: Ellen Marques de Oliveira Rocha Prates
- Localización: Estilos de aprendizaje. Investigaciones y experiencias: [V Congreso Mundial de Estilos de Aprendizaje]. Santander, 27, 28 y 29 de junio de 2012 / coord. por Fernando Guerra López, Rosa García Ruiz, Natalia González-Fernández, Paula Renés Arellano, Ana Castro Zubizarreta, 2012, ISBN 978-84-695-3454-0
- Idioma: inglés
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Resumen
Starting from the educational ideal outlined in the Brazilian National Curricular Parameters (NCP), a guiding document for Brazilian formal education that aims toward the development of autonomous, critical and participative individuals, this article seeks to reflect on the teaching implemented and the learning provided to children in the formal school setting, with reference to elementary school children (grades 1-4). Firstly, a comprehension is sought for the concept of autonomy as referenced in the NCP in the perspective of a formal school setting that demonstrates itself to be, in most aspects, still traditional. Then consideration is given to the necessity of disengaging from an imposed pedagogical practice and work with academic content in the form of problem-posing, challenging the child to think reflexively, to result in more active learning. Investigative dialogue is presented as a necessary attitude, as well as a methodological guide to implement the teaching-learning relationship as a way of developing of reflexive thinking in the child, considering this as the foundation of autonomous cognitive activity. The article concludes indicating when investigative dialogue is a pivotal point of a pedagogical practice; it becomes capable of providing, even in traditional schools, contexts of meaningful learning and bringing to reality educational models commended in the NCP.
