Equívocos conceituais são difíceis de morrer: Compreensão da prevalência de crenças errôneas relacionadas aos diferentes estilos de aprendizagem entre professores

João Paulo Cunha de Menezes

doi:10.21723/riaee.v18i00.17992

Autores

João Paulo Cunha de Menezes Universidade de Brasília https://orcid.org/0000-0002-2566-3957

DOI:

https://doi.org/10.21723/riaee.v18i00.17992

Palavras-chave:

Neuromitos, Ensino de ciências e biologia, Educação básica

Resumo

Desde a sua criação, os Estilos de Aprendizagem (E.A) ganharam popularidade entre professores, pesquisadores e o público em geral. No entanto, esses estilos têm sido fortemente criticados por pesquisadores que afirmam que eles carecem de evidências que apoiem sua eficácia. Considerando o exposto, proponho neste trabalho analisar a compressão da conceituação bem como os meios de identificação dos Estilos de Aprendizagem de professores da educação básica de ciências e biologia no Distrito Federal. Para esse propósito, foi aplicado um questionário composto por perguntas abertas e fechadas. As respostas foram analisadas por meio da Análise Textual Discursiva. Após análise dos dados, foi possível observar que 60% dos professores afirmaram que fazem uso dos E.A no contexto de sala de aula. Os principais E.A observados foram conceituados dentro da estrutura visual-auditivo, bem como o estilo proposto por David Kolb e as Inteligências Múltiplas de Gardner.

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Biografia do Autor

João Paulo Cunha de Menezes, Universidade de Brasília

Professor Adjunto do Núcleo de Educação Científica (NECBIO). Doutorado em Recursos Hídricos (UFLA). Pós-Doutorado (UFU).

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