Resumen de Problemas de Pesquisa em Estudos de Programação de Condições para Desenvolvimento de Comportamentos

Gabriel Gomes De Luca, Caroline Nunes Magalhães, Sionara Luize Büchner Rauch, Helder Lima Gusso, Nádia Kienen

• English

  Programming Learning or, following the latest denomination proposal, Programming of Conditions for the Development of Behaviors (PCDC) is a teaching technology based on the principles of operant behavior. One of its principles involves the notion that the goal of teaching and learning processes is the development of behaviors by a given population in a teaching context, so that these behaviors are presented in this population’s professional and daily lives, ultimately aiming towards their transformation into a productive and meaningful direction. The elaboration of learning programs enables the experimental demonstration of the development of repertoire by the program’s participants according to the programmed conditions. To achieve this, several stages are carried out, some of which relate to the characterization of what classes of behaviors ought to be taught. Among them are: the characterization of a given population’s learning needs; the proposition of a general class of behaviors to be developed by the individuals of this population;

  the decomposition of this general class into its constituent behaviors according to their comprehensiveness; the analysis of these classes of behaviors based on the specification of the antecedent stimuli classes; the classes of responses and the classes of consequent stimuli of each class of behavior. Other stages are related to the elaboration of the learning program, to its application and its evaluation, such as: the elaboration of the learning program itself, through the planning of teaching conditions and a system to evaluate the development of behaviors; the characterization of the learners’ initial repertoire; the evaluation of the efficiency, efficacy and effectiveness of the teaching conditions. A number of these stages are constituted by processes of knowledge production, and therefore, relate to scientific demands, such as the formulation of research problems. When formulating a research problem, some criteria are necessary to delimit the phenomenon and to guide the scientist in the stages of the knowledge production. Among them: a) clarity, b) empiricity, c) adequate comprehensiveness, d) feasibility, e) concision, f) consistency and g) explicitness of premisses. The objective of this essay is to propose formulations of research problems in studies related to Programming of Conditions for the Development of Behaviors constituted by these characteristics and in accord with the kind of results thereby produced. To achieve this, we specify twelve typicalstages of PCDC and, for each one, we propose an objective and a research problem. This proposal guides researchers to formulate research problems that are clear, empiric, adequately comprehensive, feasible, concise, consistent and explicit about the premisses in the introductory text. Furthermore, this proposal increases the clarity surrounding the limits of research in PCDC and the degree of control in methodological decisions to be made when programming the learning process.

• português

  A Programação de Ensino ou, conforme proposta de denominação mais recente, a Programação de Condições para Desenvolvimento de Comportamentos (PCDC) é uma tecnologia de ensino baseada nos princípios do comportamento operante.

  Esse processo é constituído por múltiplas etapas, dentre elas a caracterização de necessidades de aprendizagem de uma dada população, a caracterização do comportamento a ser desenvolvido e sua decomposição e análise, o planejamento e execução das condições de ensino e a avaliação de seus resultados. Parte dessas etapas é constituída por processos de produção de conhecimento e, portanto, respondem a exigências científicas, tais como a formulação de problemas de pesquisas claros e relevantes, científica e socialmente. O objetivo deste ensaio é propor formulações de problemas de pesquisas em estudos relativos à Programação de Condições para Desenvolvimento de Comportamentos em função dos tipos de resultados a serem produzidos. Para tanto, são especificadas doze etapas típicas de PCDC e, para cada uma delas, é proposta uma formulação de problema de pesquisa sob formato de pergunta e de objetivo. A decorrência dessa proposta é aumentar a clareza sobre os limites de pesquisas em PCDC e o grau de controle nas decisões metodológicas a serem realizadas ao se programar ensino.