Escolarização formal versus experiência prática na resolução de problemas
Um estudo com marceneiros e aprendizes de marcenaria
Resumo
Este estudo teve como objetivo analisar a contribuição daescolarização formal, em contraste com a experiência prática de trabalho,na resolução de um problema de matemática relacionado com aprática da marcenaria. Participaram do estudo 15 marceneiros profissionais,que tinham de zero a seis anos de escolarização e 28aprendizes de marcenaria de uma escola profissional com, no mínimo,seis anos de escolarização formal. O problema consistia em calcular aquantidade de madeira necessária para construir cinco camas deacordo com as especificações apresentadas em um desenho. Osresultados, indicando melhor desempenho entre os marceneirosprofissionais, são discutidos em termos de possíveis contribuiçõespara o ensino de matemática na escola.
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Referências
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (1982). Na vida, dez.;
na escola, zero: os contextos culturais da aprendizagem da matemática.
Cadernos de Pesquisa, 42, 79-86.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (1985). Mathematics
in the streets and in schools. British Journal of Developmental Psychology, 3
21-29.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (no prelo). Written
and oral Mathematics. Journal for Research in Mathematics Education.
GREENFIELD, P. M. (1966). On culture and conservation. Em J. S. Bruner, R. R.
Olver & P. M. Greenfield (Eds.), Studies in cognitive development. Nova
Iorque: Wiley.
GREENFIELD, P. M., & LAVE, J. (1982). Cognitive aspects of informal education.
Em D. Wagner & H. Stevenson (Eds.), Cultural perspectives on child
development. San Francisco: Freeman & Co.
LAVE. J. (1977). Cognitive consequences of traditional apprenticeship training in
West Africa. Anthropology and Education Quarterly, 7, 177-180.
LURIA, A. (1976). Cognitive development: Its cultural and social foundations.
Cambridge: Harvard University Press.
PETITTO, A. (1982). Practical arithmetic and transfer: a study among West Africa
tribesman. Journal of Cross-Cu/tura/ Psychology, 13, 1 5-28.
REED, H. J., & LAVE, J. (1979). Arithmetic as a tool for investigating relations
between culture and cognition. American Ethnologist, 6, 568-582.
ROGOFF, B. (1981). Schooling and the development of cognitive skills. Em H. C.
Triandis & A. Heron (Eds.), Handbook of Cross-Cultural Psychology, vol. 4.
Boston: Allyn & Bacon.
SCRIBNER, S. (1984a). Product assembly: optimizing strategies and their
acquisition. The Quarterly Newsletter of the Laboratory of Comparative
Human Cognition, 6, 11-19.
SCRIBNER, S. (1984b). Organizing knowledge at work. The Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 6, 26-32.
SCRIBNER, S., & COLE, M. (1981). The Psychology of literacy. Cambridge: Harvard
University Press.
SHARP, D. W., COLE, M., & LAVE, С (1979). Education and cognitive development:
the evidence from experimental research. Monographs of the Society for
Research in Child Development, 44 (1-2, n.° 178).
STEVENSON, H. W., PARKER, Т., WILKINSON, A., BONNEVAUX, В., &
GONZALEZ, M. (1978). Schooling, environment, and cognitive development:
A cross-cultural study. Monographs of the Society for Research in Child
Development, 43 (3, n.° 175).
na escola, zero: os contextos culturais da aprendizagem da matemática.
Cadernos de Pesquisa, 42, 79-86.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (1985). Mathematics
in the streets and in schools. British Journal of Developmental Psychology, 3
21-29.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (no prelo). Written
and oral Mathematics. Journal for Research in Mathematics Education.
GREENFIELD, P. M. (1966). On culture and conservation. Em J. S. Bruner, R. R.
Olver & P. M. Greenfield (Eds.), Studies in cognitive development. Nova
Iorque: Wiley.
GREENFIELD, P. M., & LAVE, J. (1982). Cognitive aspects of informal education.
Em D. Wagner & H. Stevenson (Eds.), Cultural perspectives on child
development. San Francisco: Freeman & Co.
LAVE. J. (1977). Cognitive consequences of traditional apprenticeship training in
West Africa. Anthropology and Education Quarterly, 7, 177-180.
LURIA, A. (1976). Cognitive development: Its cultural and social foundations.
Cambridge: Harvard University Press.
PETITTO, A. (1982). Practical arithmetic and transfer: a study among West Africa
tribesman. Journal of Cross-Cu/tura/ Psychology, 13, 1 5-28.
REED, H. J., & LAVE, J. (1979). Arithmetic as a tool for investigating relations
between culture and cognition. American Ethnologist, 6, 568-582.
ROGOFF, B. (1981). Schooling and the development of cognitive skills. Em H. C.
Triandis & A. Heron (Eds.), Handbook of Cross-Cultural Psychology, vol. 4.
Boston: Allyn & Bacon.
SCRIBNER, S. (1984a). Product assembly: optimizing strategies and their
acquisition. The Quarterly Newsletter of the Laboratory of Comparative
Human Cognition, 6, 11-19.
SCRIBNER, S. (1984b). Organizing knowledge at work. The Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 6, 26-32.
SCRIBNER, S., & COLE, M. (1981). The Psychology of literacy. Cambridge: Harvard
University Press.
SHARP, D. W., COLE, M., & LAVE, С (1979). Education and cognitive development:
the evidence from experimental research. Monographs of the Society for
Research in Child Development, 44 (1-2, n.° 178).
STEVENSON, H. W., PARKER, Т., WILKINSON, A., BONNEVAUX, В., &
GONZALEZ, M. (1978). Schooling, environment, and cognitive development:
A cross-cultural study. Monographs of the Society for Research in Child
Development, 43 (3, n.° 175).
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Publicado
2012-07-05
Como Citar
Dias Schliemann, A. (2012). Escolarização formal versus experiência prática na resolução de problemas: Um estudo com marceneiros e aprendizes de marcenaria. Psicologia: Teoria E Pesquisa, 2(3), 233–244. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17003
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