A relevância da interação no processo de ensino e aprendizagem

Abstract

This doctoral dissertation deals with the importance of interactions in the Teaching and Learning process, starting from the three-dimensional dynamics: affectivity and empathy, meaning and meaning and dialogue and dialogicity, having as main basis the studies by Wallon, Vygotsky and Paulo Freire. The chosen theorists greatly contributed to answer the question: Why do interactive procedures, whether in personal, social and educational dynamics, in some situations seem to have no meaning and meaning in the teaching and learning process? Thinking about this question, it should be emphasized that Vygostky allowed the immersion about the interaction of meaning and meaning, Wallon brought the concept of affectivity and empathy, and Freire the concept of dialogue and dialogicity. However, in order to be successful in the research process, the experience through the PhD in Sandwich mode, provided by the Federal District Research Support Foundation - FAP DF, made it possible to observe the education process in Canada, both from a public school in the early years, as well as the University of Ottawa. This experience has matured our view on education in Brazil, as it made it possible to bring contributions to the schools surveyed. Therefore, it is proven that there is a great possibility that the child can learn with meaning and meaning through the diversity of interactions. The research was qualitative, using content analysis that was anchored to the instruments of participant observation, documentary analysis and focus group, based on a phenomenological bias. The work focused on effective teachers from the early years of Basic Education, from the João Pinheiro-MG Municipal Network, from one school located in a rural area and the other located on the outskirts of the city. The main aspect of this thesis is based on the possibility that the teaching and learning process should be permeated by interactions and, thus, contribute to moments and pedagogical dynamics in the school sphere, so that the teaching and learning process can indicate to a educational meaning and meaning.