Por que o construtivismo não funciona? Evolução, processamento de informação e aprendizagem escolar
DOI:
https://doi.org/10.24879/20150090010023Abstract
O construtivismo é a principal ideologia educacional contemporânea que influencia o pensamento pedagógico. Tal ideologia propõe que a aprendizagem deve acontecer através da experiência. De acordo com ela, a função da educação não diz tanto respeito à instrução ou aquisição de conhecimento, mas sim à formação em caráter mais amplo. Entretanto, as evidências indicam o fracasso do uso do construtivismo como estratégia pedagógica. O trabalho objetiva, através de uma revisão crítica, discutir aspectos que questionam a real validade do construtivismo: confusão entre pedagogia e epistemologia, aprendizagem ativa, evolução da mente humana, arquitetura cognitiva, diferenças individuais e fornecimento de diretrizes para operacionalização da aprendizagem. A revisão aponta que os métodos instrucionais precisam ser revalorizados, principalmente quando se trata da aprendizagem por crianças com dificuldades.Downloads
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References
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Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum,
H. R. (2011). Does discovery-based instruction
enhance learning?. Journal of Educational
Psychology, 103(1), 1-18.
American Psychiatric Association — APA. (2013).
DSM-5. Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: American
Psychiatric Press.
Auerbach, J. G., Gross-Tsur, V., Manor, O., &
Shalev, R. S. (2008). Emotional and behavioral
characteristics over a six-year period in youths with
persistent and nonpersistent dyscalculia. Journal of
learning disabilities, 41(3), 263-273.
Bernardin, P. (2012). Maquiavel pedagogo. Ou o
ministério da reforma psicológica. Campinas:
Ecclesia/Vide.
Brasil. Ministério da Educação e do Desporto.
Secretaria de Educação Fundamental (1997).
Introdução aos parâmetros curriculares nacionais.
Brasília: Ministério da Educação e do Desporto.
Breton, J., & Robertson, E. M. (2013). Memory
Processing: The Critical Role of Neuronal Replay
during Sleep. Current Biology, 23(18), R836-R838.
Chase, W. G., & Simon, H. A. (1973). Perception in
chess. Cognitive psychology, 4(1), 55-81.
Dehaene, S. (2012). Os neurônios da leitura: como
a ciência explica a nossa capacidade de ler. Porto
Alegre: Penso.
Deary, I. J., Strand, S., Smith, P., & Fernandes,
C. (2007). Intelligence and educational
achievement. Intelligence, 35(1), 13-21.
Dunbar, R. I. (2003). The social brain: mind, language,
and society in evolutionary perspective. Annual
Review of Anthropology, 32, 163-181.
Eysenck, M. W., & Keane, M. T. (2010). Cognitive
psychology. A student’s handbook (6th ed.). Hove,
UK: Psychology Press.
Florit, E., & Cain, K. (2011). The simple view
of reading: Is it valid for different types of
alphabetic orthographies?. Educational Psychology
Review, 23(4), 553-576.
Freire, P. (1981). Pedagogia do oprimido (9a. ed.). Rio
de Janeiro: Paz e Terra.
Frias, L., & Júlio-Costa, A. (2013). Os Equívocos e
Acertos da Campanha” Não à Medicalização da
Vida”. Psicologia em Pesquisa, 7(1), 3-12.
Gardner, H., & Hatch, T. (1989). Educational
implications of the theory of multiple
intelligences. Educational researcher, 18(8), 4-10.
Geary, D. C. (2005). The origin of mind. Evolution,
brain, cognition and general intelligence.
Washington, DC: American Psychological
Association.
Geary, D. C. (2007). Educating the evolved mind:
Conceptual foundations for an evolutionary
educational psychology. In: J. S. Carlson &
J. R. Levin (Eds.), Educating the evolved mind
(pp. 1-99, Vol. 2, Psychological perspectives on
contemporary educational issues). Greenwich,
CT: Information Age.
Geary, D. C. (2008). An evolutionarily informed
education science. Educational Psychologist,
43(4), 179-195.
Gough, P. B. (1996). How children learn to read and
why they fail. Annals of Dyslexia, 46(1), 1-20.
Haase, V. G., Ferreira, F. O., Moura, R. J., PinheiroChagas,
P. & Wood, G. (2012). Cognitive
neuroscience and math education: teaching what
kids don’t learn by themselves. International
Journal for Studies in Mathematics Education, 5(2).
James, W. (1989). Princípios de psicología. México:
Fondo de Cultura Económica. (Trabalho original
de 1890).
Jenkins, E. W. (2000). Constructivism in school
science education: powerful model or the most
dangerous intellectual tendency? Science &
Education, 9(6), 599-610.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why
minimal guidance during instruction does not work:
An analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based
teaching. Educational psychologist, 41(2), 75-86.
Massabni, V. G., & Ravagnani, M. C. A. N. (2008).
Progressão Continuada: qual construtivismo
está em jogo? Paidéia (Ribeirão Preto), 18(41),
469-484.
Matthews, M. R. (2002). Constructivism and science
education: a further analysis. Journal of Science
Education and Technology, 11(2), 121-134.
Mayer, R. E. (2004). Should there be a three-strike
rule against pure discovery learning? the case
for guided methods of instruction. American
Psychologist, 59(1), 14-19.
Mayer, R. E. (2008) Information procesing. In:
T. L. Good, (Ed.) 21st Century education. A reference
handbook (pp. 168-174). Los Angeles: Sage.Mithen, S. (1998). A pré-história da mente. Uma
busca das origens da arte, da religião e da ciência.
São Paulo: UNESP.
Morais, J. (2013). Alfabetizar para a Democracia.
Porto Alegre: Penso
Muniz, M., da Silva, L. C., & Coutinho, A. R. (2013).
Análise de Planos de disciplinas relacionadas às
neurociências, neuropsicologia e neuroeducação.
Trilhas Pedagógicas, 3(3), 103-118.
Piaget, J. (2003). Biologia e conhecimento. Ensaio sobre
as relações entre as regulações biológicas e os processos
cognitivos. Petrópolis: Vozes.
Pinker, S. (2002). The blank slate. The modern negation
of human nature. New York: Penguin.
Plomin, R., DeFries, J. C., Knopik, V. S., &
Neidehiser, J. M. (2012). Behavioral genetics (6th
ed.). New York: Worth.
Plomin, R., & Kovas, Y. (2005). Generalist
genes and learning disabilities. Psychological
bulletin, 131(4), 592.
Rousseau, J. J. (1979). Emile or on education. New
York: Basic Books.
Russell, B. (1927). Philosophy. New York: Norton.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive
load theory. New York: Springer.
Tomasello, M., Kruger, A. C., & Ratner, H. H.
(1993). Cultural learning. Behavioral and brain
sciences, 16(03), 495-511.
Tremblay, S., Ross, N., & Berthelot, J. M. (2001).
Factors affecting grade 3 student performance
in Ontatario: a multilevel analysis. Education
Quarterly Review, 7(4), 25-36.
Turkheimer, E. (2000). Three laws of behavior
genetics and what they mean.Current Directions in
Psychological Science, 9(5), 160-164.
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006).
Beyond g: Putting multiple intelligences theory to
the test. Intelligence, 34(5), 487-502.
White, K. R. (1982). The relation between
socioeconomic status and academic
achievement. Psychological Bulletin, 91(3), 461.
Willingham, D. T. (2011). Por que os alunos não
gostam da escola. Porto Alegre: Artmed.
Willcutt, E. G., Pennington, B. F., Duncan, L.,
Smith, S. D., Keenan, J. M., Wadsworth, S., ...
Olson, R. K. (2010). Understanding the complex
etiologies of developmental disorders: behavioral
and molecular genetic approaches. Journal of
developmental and behavioral pediatrics: JDBP,
31(7), 533.
Zamarian, L., Ischebeck, A., & Delazer, M. (2009).
Neuroscience of learning arithmetic-evidence
from brain imaging studies. Neuroscience &
Biobehavioral Reviews, 33(6), 909-925.
