The article discusses a topic much discussed the
constructivism which is a theoretical reference of origin Psicológica Epistemológica and that the premise of the subject as a builder of his own knowledge. This idea has implications for the schools, which, currently, are presented to
teachers for a teaching or educational constructivism, in this, the student is valued for its construction activity, and the
teacher just a facilitator of this process. The author of the article noted the lessons of four teachers who were trying to work on a constructivist. The Constructivism is a pedagogical aspect in which authors interpret different theories about the acquisition / elaboration of knowledge, not only of Piaget and seek, from them, conduct educational practice. The author identified that in constructivism teaching, the role of the teacher is secondary, is to be a "facilitator of learning," and that the content may be devalued in favour of the construction of knowledge. In daily life, the teachers try to involve the school content to the attention of the student, often using the representation in pictures and movies. You can understand the concern that these
activities take the interpretation and understanding of what is seen and heard. It can be said that the constructivism is implemented, for these teachers, in activities that lead to understanding, which does not exclude the
class exhibition. The classes observed, the role of the teacher is central in most of the time, because, in addition to coordinating the class, the teachers leave to teach, including presenting knowledge (exposure), when deemed appropriate, and proceed as if the construction of knowledge also dependent on the pupil of his action. However, the unfavorable conditions of teaching, as too many
students and classes in several different schools do not favor at all these activities. The author of the article concludes by saying that the
implementation of constructivism in class of Sciences is not utopia, but reality. However, this implementation is not revolutionized the teaching practices that traditionally occur at school. It can be said that the constructivism amended the lessons of Sciences, even though timidly, consolidating the need for participation of students and attention to the thought and knowledge to them that the knowledge students are better understood, signaling improvements in the classroom. This form of implementation has not brought a weakening of the role of the teacher or the teaching, as can be assumed from the critical vision of the guidelines and principles of Constructivism teaching to the classroom.
More summaries about the The constructivism in the practice of teachers of science: reality or utopia?