Orientação da ação escrever relatórios de trabalhos práticos experimentais nas ciências da natureza do ensino médio: contribuições da Teoria de Galperin

Abstract

This study, titled “Orientation on the Action of Writing Experimental Work Reports in Natural Sciences of High School: contributions from Galperin's theory”, had as a research problem: “How do restructure the orienting base of an action on writing practical experimental work reports from Natural Sciences high school teachers, when they take part in a pedagogical experiment based on P. Ya. Galperin's Assimilation Theory?”. Based on this, it was proposed a thesis: a type III orienting base of an action which is founded on Galperin's Assimilation Theory on Stepwise Formation of Mental Actions and Concept Formation, which foster to Natural Science high school teachers a remake of the orientation on the action of writing practical experimental work reports in a way to constitute itself as knowledge and professional activity to their pedagogical practice. It allowed the elaboration of the following study object: The remake of an orientation on the action of writing practical experimental work reports in Natural Sciences of High School, according to Galperin’s Assimilation Theory on Stepwise Formation of Mental Actions and Concept Formation. In order to answer the problem and thesis proposed, a general objective was established: to remake the orientation on the action of writing practical experimental work reports in Natural Sciences of High School, according to Galperin's Assimilation Theory on Stepwise Formation of Mental Actions and Concept Formation. It was conducted a descriptive and analytical study, which led to the analysis, determination and priorities related to the orientation model that teachers used in their classes for writing this type of activity. The methodological theoretical course was held in three stages, through which a didactic system was developed by a pedagogical experiment. This experiment was based on qualitative and quantitative approaches, considering as instruments data collection, questionnaire with closed and open-ended questions; semi-structured interview; observation, study activities, teacher's texts and their records during the pedagogical experiment. This research is theoretically supported mainly by authors such as Galperin, Talízina, Reshetova, Leontiev, Sanmartí, Nocedo de León et al., Vigotski, Zaporozhets, Bardin, among others. The analysis of the results expressed the mental representations of teachers before and after the pedagogical experiment, as well as their recognition about those, and also about the importance of the content studied to establish itself as knowledge and activity of their profession. The mental representations of the group of teachers about the study object after the pedagogical experiment is the following: “the orientation on the action of writing practical experimental work reports in Natural Sciences consists of an activity in which it is planned and explicit the steps of a practical experimental work (laboratory and field), since the planning of the text writing, definition of the title and of the objective until the report's review. The results express that the orientation on writing reports for such activities in this area of knowledge, in Galperin's theory perspective, is an innovative contribution for this professional's practice, in a way to be contributive to their professionalization.