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v. 15 n. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Materiais Curriculares para Ensino Deliberativo: Uma Revisão Qualitativa e Sistemática das Principais Características que Promovem a Aprendizagem dos Professores

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16665

Publicado 2024-08-05

  • Valenntina Sonia Guzmán Fernández

Valenntina Sonia Guzmán Fernández
Universidad Alberto Hurtado

Resumo

Evidências empíricas indicam que a argumentação deliberativa promove a aprendizagem conceitual, bem como habilidades argumentativas e de debate. No entanto, essa prática é raramente observada nas salas de aula. Diferentes acadêmicos têm debatido sobre que tipo de materiais curriculares podem fomentar a criação de recursos pedagógicos inovadores, mas ainda não há consenso sobre as principais características educacionais que esses materiais devem possuir. Este estudo busca descrever essas características e discutir o arcabouço teórico a partir do qual se pode entender seu papel na aprendizagem dos professores. Foi conduzida uma revisão qualitativa sistemática seguindo a metodologia PRISMA. Os resultados revelam que a maioria dos estudos destaca o conteúdo disciplinar, as diretrizes de implementação e a justificativa das recomendações pedagógicas como características essenciais. Um número significativo de estudos também recomenda o uso de linguagem explícita, embora alguns alertem para o risco de ser excessivamente prescritivo ao utilizar essa ferramenta em sala de aula. Quanto aos pressupostos teóricos sobre o processo de aprendizagem dos professores, a maioria dos estudos adota uma perspectiva sociocognitiva. As lacunas teóricas e suas implicações práticas para o design pedagógico também são discutidas.

Palavras-chave

materiais curriculares, aprendizagem docente, teoria sociocultural, materiais para andaimes, práticas linguísticas

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