A prática pedagógica e suas correlações com a aprendizagem

Abstract

This is an exploratory and analytical study that seeks to understand the pedagogical practice located in the classroom focusing on the relationships that can be established between teaching practice and learning. Were used for that, theoretical references to understand the pedagogical practical concept from its articulating elements - curriculum, content, planning, evaluation and classroom. Theoretical perspectives were compared, with emphasis on the contributions of sociointeractionism and cognitive neuroscience, with a set of data composed by the speech of seven teachers from the 9th grade of Elementary School in a public school in the city of São José dos Pinhais / PR, who underwent a type of content analysis, seeking to understand analytically their teaching practice correlated with cognitive aspects that generate students' learning. It is assumed that teachers' teaching practices can be potentialized to achieve meaningful learning outcomes if they consider in their practices some principles stemming from socio-interactionist and cognitive neuroscience theories. It is defended that the numerous researches aimed at promoting the cognitive development of the human being in the field of neuroscience are presented as potential tools for improving the teaching and learning processes. In this way, innovation in education, would be requiring attitudes and strategies that dialogue with the students and are at the service of their different trajectories of learning. It contributes to enlarge the initial hypothesis that it is possible to enhance teachers' teaching practices when observed on this practices the knowledge and the use of some principles of socio-interactionist and cognitive neuroscience with a view to improving the results of the student’s learning, especially when the articulating elements between the teaching practice and the learning emphasized here - curriculum, content, planning, evaluation and classroom - are arranged in such a way as to be at the service of students' learning, at the same time which can serve as a reflexive source about the teacher's own practice and its realignment to the needs observed and diagnosed in the learning trajectories developed by its students.