TEORIAS DA APRENDIZAGEM E DA EDUCAÇÃO COMO REFERENCIAIS EM PRÁTICAS DE ENSINO: AUSUBEL E LIPMAN

Abstract

Students attending the Masters Program Mestrado Nacional Profissional em Ensino de Física (National Professional Master Program in Physics Teaching) - MNPEF make wide use in their dissertations of a theoretical reference that can lend soundness to their educational products, made to comply to a demand of the Program. However, the theoretical reference adopted is rarely strictly assumed in the students dissertations. Indeed, the adopted theoretical reference is sometimes barely discernible in the methodologies and didactic sequences that give these dissertations structure and shape. This phenomenon may be related to the fact that many of these theoretical references are, in fact, Learning Theories developed in the context of the Psychology of Education. These Learning Theories, however, are structurally quite wide in scope and also distant from the usual practices of the classroom, which are the focus of educational products. In this work we revise this situation proposing that any Learning Theory should be connected to a Education Theory to make the necessary connection to the classroom activities. We also present, as a case study, an articulation between David Ausubel’s theory of Meaningful Learning and Mathew Lipman’s Theory of Education as a means to present a theoretical reference much more robust and concrete.