Processos de aprendizagem analisados por meio da obra “Ensinando inteligência” (PIAZZI, 2015)
Nenhuma Miniatura disponível
Data
2019-12-09
Autores
Romano, Yuri Vieira [UNIFESP]
Orientadores
Morais, Rosilda dos Santos [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Diante de índices mundiais que evidenciaram uma problemática na educação brasileira, o professor Pierluigi Piazzi publicou em 2015 um livro chamado Ensinando Inteligência, que discute essas adversidades, e propõe possíveis causas e soluções. O presente trabalho tem como intenção repensar fatores que influenciam na aprendizagem de alunos do Ensino Fundamental II e Ensino Médio, tendo como eixo central a obra de Piazzi, estabelecendo relações com obras de outros teóricos. Para tal, fez-se a reaplicação de uma prova já realizada anteriormente pelos alunos, proposta presente no livro, e compararam-se os resultados com suas rotinas de estudos, sua postura em sala de aula e seu tempo de sono por noite, fatores investigados através de entrevistas semiestruturadas. Percebeu-se que os alunos têm o foco de sua vida escolar nos resultados obtidos em avaliações, e não no conhecimento obtido. Ainda que os estudantes tenham atingido uma boa nota durante a primeira prova, os conhecimentos trabalhados não foram suficientemente apropriados, ou seja, segundo as teorias norteadoras deste trabalho, o caminho sináptico não foi reforçado no cérebro e grande parte da informação adquirida se perdeu em emaranhados neuronais, não se tornando um conhecimento aplicável, resultando em seu esquecimento até a reaplicação. Retomando as ideias de Piazzi, o principal problema da educação é que o objetivo seja bons resultados nas médias finais e não o conhecimento adquirido, resultando em alunos com boas notas e sem domínio de conteúdo, fator observado repetidamente durante a pesquisa.
In the face of world indices evidence a problematic on Brazilian education, the professor Pierluigi Piazzi, published in 2015 a book called ”Ensinando Inteligência”, that discuss these adversities, and propose possible causes and solutions. This present work aims to compare the hypotheses from professor Piazzi with other educational theorists and observe its likelihood. For this purpose, a test that applied before is reapplied for the students, book proposal, and compare the results with their studies routines, their posture in the class and the sleeping time during the night, factors investigated through semi-structured interviews. It was noticed that students’ focus on their school life is in results obtained in evaluations, and not in the knowledge obtained. Even though the students had reached good grades during the first test, the knowledge that was worked was not appropriated enough, that is, according to the guiding theories of this work, the synaptic pathway was not reinforced in the brain and the biggest part of the information acquired was lost in neuronal tangles, not becoming applicable knowledge, resulting in its forgetfulness until the application. Taking up the ideas of Piazzi, the main problem of the education is that the goal is good results on the final scores and not the knowledge obtained, resulting in students with good grades and without the content domain, a fact observed many times during the search.
In the face of world indices evidence a problematic on Brazilian education, the professor Pierluigi Piazzi, published in 2015 a book called ”Ensinando Inteligência”, that discuss these adversities, and propose possible causes and solutions. This present work aims to compare the hypotheses from professor Piazzi with other educational theorists and observe its likelihood. For this purpose, a test that applied before is reapplied for the students, book proposal, and compare the results with their studies routines, their posture in the class and the sleeping time during the night, factors investigated through semi-structured interviews. It was noticed that students’ focus on their school life is in results obtained in evaluations, and not in the knowledge obtained. Even though the students had reached good grades during the first test, the knowledge that was worked was not appropriated enough, that is, according to the guiding theories of this work, the synaptic pathway was not reinforced in the brain and the biggest part of the information acquired was lost in neuronal tangles, not becoming applicable knowledge, resulting in its forgetfulness until the application. Taking up the ideas of Piazzi, the main problem of the education is that the goal is good results on the final scores and not the knowledge obtained, resulting in students with good grades and without the content domain, a fact observed many times during the search.