A pergunta como recurso epistemológico e pedagógico no processo de ensino e aprendizagem

Abstract

This research analyses the use of the question as an epistemological and pedagogical resource in the learning process. The starting-point is the preoccupying education condition in Brazil. The aim is to verify the presence or absence of the question, through classes and interviews observations with teachers. It developed a scheme of a learning process consisting of five stages: understanding of new knowledge, memorization of understood, relevance of new knowledge to the student, construction of knowledge by student and evaluation of learning process stages and its own learning. Understanding is dismembered into six items: to arouse interest and to maintain the curious student; to contextualize new knowledge to the student; to know student’s previous knowledge, to know sociocultural reality in which the student is inserted; to be informed about student’s cognitive development stage and to make use of cognitive learning stimulative, such as illustrations, analogies and examples. The theoretical support maintains itself, among others, in: Neil Postman and Charles Weingartner, Edgar Morin, Jan Amos Komenský, Jean-Jacques Rousseau, Paulo Freire, Lev Semenovitch Vygotsky, Jean Piaget, Willem T. M. Frijhoff. After observations and interviews, questions are classified according to its function in establishing item or stage determinate. Results show that the question was properly used in the evaluation, construction knowledge by student and in the use of the student’s previous knowledge, however it appeared poorly on understanding items as keeping the curious student; establishing the context of an activity and checking efficiency of illustrations, analogies and examples use. Alike the question appeared little in memorization stage of understood new knowledge by student and in the stage to show the relevance of him to the student.