Teoria construtivista Piagetiana: concepção de professoras de alfabetização em escolas municipais de João Pessoa/PB

Abstract

The present research aims to analyze elements of the Piagetian constructivist theory in the literacy process and in the conception of teachers, In public schools in João Pessoa city. Developed in a qualitative perspective, the study has as scientific method historical materialism, which proposes to understand the phenomenon in its path, interrelated with other phenomena, by means of a historization of the problematic studied, in order to explore the process of historical construction of Piagetian constructivism, its insertion in Brazilian education and in the conception and practice of teachers. Participated in the research 10 literacy teachers, the subjects' conception of the Piagetian constructivist theory was analyzed in the light of dialectical historical materialism, which aided in understanding the phenomenon in its totality. The option for such methodology is based on the perspective that everything that is in our environment, natural or social, must be questioned, understanding knowledge as the result of a historical process. This dialectic runs through the work, at the moment that the research problem starts with the real, the discourse of the teachers who call themselves constructivists, and the study of the Piagetian constructivist theory with emphasis on the literacy process, as well as the analysis of the teaching conception. However, knowing that Piagetian constructivist theory has epistemological principles distinct from historical materialism, this research does not seek to equate one theory with another, but to understand the movement, the contradiction, in the conception of public literacy teachers in the municipality of João Pessoa, in relation to the contribution of the Piagetian constructivist theory in the literacy process. The research allows us to highlight the contradictions in the conception of the teachers, as well as the need for a greater understanding on theories of education, especially in this study on Piaget's theory, since the little that is known about this theory is confused with other theoretical assumptions.