Avaliação de objetivos de ensino de História a partir da contribuição da Análise do Comportamento

• Luiz, F. B. ^[1] ; Silvio Paulo Botomé ^[2]
  1. [1] Universidade Positivo

     Universidade Positivo

     Brasil

     
  2. [2] Universidade Federal de Santa Catarina

     Universidade Federal de Santa Catarina

     Brasil

     
• Localización: Acta comportamentalia: revista latina de análisis del comportamiento, ISSN 0188-8145, Vol. 25, Nº. 3, 2017, págs. 329-346
• Idioma: portugués
• Títulos paralelos:
  • Evaluation of History teaching objectives based on the contributions of Behavior Analysis
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • português

    As contribuições da Análise do Comportamento para a educação vêm sendo desenvolvidas sobretudo desde a década de 1960 com o que é atualmente conhecido como “programação de contingências para o desenvolvimento de comportamentos”. Uma de suas etapas consiste na proposição de comportamentos-objetivo. Foi objetivo avaliar objetivos de ensino de História apresentados em dois documentos publicados pelo Ministério da Educação, a partir de um procedimento constituído de três etapas gerais: 1) Registro das “habilidades e competências” apresentadas nesses documentos; 2) Fragmentação em unidades de “objetivos” e 3) Avaliação de cada unidade de “objetivo” quanto as características do sujeito, verbo e complemento e quanto à estrutura do trecho. Nas formulações apresentadas na Fonte 1 foram identificadas seis características gerais inadequadas para constituir formulações de comportamentos-objetivo (três relacionadas ao verbo e três relacionadas ao complemento) na Fonte 2 foram identificadas seis características inadequadas de verbo e seis de complemento. Ainda que tais documentos já apresentem um avanço em relação a concepção de que o objetivo do ensino de História é o desenvolvimento de comportamentos significativos, as formulações de objetivos não são suficientemente claras para indicar o tipo de relação que o aluno precisa ser capaz de fazer após o ensino.

  • English

    The contributions of Behavior Analysis to education have been developed mostly since the 1960s, with what is now known as “programming of contingencies for the development of behaviors”.

    One of its stages consists of the proposition of teaching objectives or, more precisely, “objectbehaviors”.

    Such behaviors are what the students will need to develop in order to deal with the situations that compose their daily or professional lives. Regarding the teaching of History, there seems to be a general agreement among educators and historians who produce knowledge on such teaching, that repeating or memorizing historical information is not the objective of this “subject”. Nevertheless, it still seems that it is not sufficiently clear what are the classes of behaviors to be developed through the teaching of History. Evaluate the teaching objectives proposed in official documents, based on the contributions of Behavior Analysis, is a starting point to improve such teaching and was aim of this study. For this purpose, two documents published by the Ministry of Education were considered. 10 “skills and competencies” presented in the National Curriculum Parameters for High School (Source 1) and 55 “skills to work with History” presented in the Curriculum Guidelines for High School (History) (Source 2) were evaluated.

    This evaluation was carried out of a procedure consisting of three general steps: 1) Registry of “skills and competencies” presented in those documents; 2) Fragmentation into “objective” units when presented more than one verb or complement and 3) evaluation of each “objective” unit regarding the characteristics of the subject, verb and complement and regarding the structure of the section. In the formulations shown in Source 1, six characteristics were identified as inadequate to constitute object-behavior formulations (three related to the verb and three related to the complements of the formulations), being that six out of the 10 formulations have inaccurate verbs.

    In the formulations registered in the Source 2, six characteristics were identified as inadequate regarding the verb, being that 44 are constituted by inaccurate verbs. As to the characteristics of the complements, in Source 2, 22 objectives are presented with more than one complement, 16 are made up of phrases that emphasize information to be reproduced or “adopted” by the learners and three formulations that, in its complement, have a quality to be attributed to the process or historical fact. This characteristic is a problem since it is the student who should be able to characterize the historical processes, and not repeat a feature already presented by the teacher. Though such documents already show an improvement over the idea that the objective of History teaching is the development of significant behaviors, the behavior formulations are not sufficiently clear to indicate the type of relations that the students must be able to present in their everyday context.

    The evaluation of the formulation of these “teaching objectives” still allows increased visibility of the characteristics to be improved in these formulations, enabling increase of clarity about the behaviors to be developed by the students in the teaching of History.