A contribuição das técnicas de dinâmicas de grupo para a formação de docentes de nível médio

Abstract

During our journey as a teachers’ educator, we found that students, even the ones who are finishing the course, do not master many skills. These skills we refer to are not of just conceptual order, but also social, emotional and interpersonal skills. We attribute these gaps in their training to the school culture they were exposed to throughout their schooling. These findings mobilized us to look for answers so that we could offer students - future early childhood and first grades of elementary school educators - other elements which could add something more in their training. We find the answers to this educational intention in the studies carried out by the use of Group Dynamic Techniques, supported theoretical and methodological by Cooperative Learning conception. To give substance to our purpose we performed, during the period of six months, the insertion of the students in this study, that established as objectives: a) to offer the students the experience of a differentiated work proposal, more procedural, reflective and cooperative in nature; b) to observe whether the students, in the training field, would develop a teaching practice more creative and innovative, using Cooperative Learning elements; c) to prepare a didactical guide containing suggestions of Group Dynamic Techniques within a cooperative approach. The research adopted an interpretative nature qualitative approach, with participant observation. The data collection technique was conducted through daily of field, photos, discussions and the students' participation in the seminars. The sample had 22 students from a Public School post-medium Teacher Training Course, in the city of Ponta Grossa. This study main results showed that the Group Dynamic Techniques contribute significantly to the development of many thoughts and actions skills in the subjects in training. However, it is not enough to establish the methodology in the classroom, it requires the facilitator teacher to master theoretical and methodological approaches which would support and make scientific this kind of work, combining with the teacher differentiated pistemological attitude, while developing his teaching.