Abordagem centrada no aluno: contribuições da psicologia e da ludoterapia na aprendizagem escolar
This work had as its theme the contribution of psychology and play therapy in the educational sector, highlighting techniques and effective methods of the studentcentered approach, Carl Rogers’s humanistic theory of psychology in the teachinglearning process. This practice of looking at the individu...
| Autor principal: | Pezzoti, Janaína Franciele |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/20653 |
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| Resumo: |
This work had as its theme the contribution of psychology and play therapy in the educational sector, highlighting techniques and effective methods of the studentcentered approach, Carl Rogers’s humanistic theory of psychology in the teachinglearning process. This practice of looking at the individual as a whole in his or her school context requires that we know all the environments in which the child is inserted, as a way of understanding learning difficulties, and are free from judgments. In relation to school failure, most of the time responsibility is imposed only on the student, being at school accompanied by judgments regarding the child’s learning. In order to do this, the school needs to look at being centered in the student, and to obtain the teacher the facilitating attitudes raised by Rogers in his study of Humanistic Psychology, being this authentic teacher in the relation with the student, accepting unconditionally the child, accepting their difficulties and put themselves in the other’s place in the interactional relationship. One practice that contributes to the strengthening of the teaching-learning process is playfulness, in which play is considered a space for interaction between the child and his social environment, allowing the expression to happen more easily in relation to his feelings, anguish, facilitating the understanding of the teaching-learning process, being a practice considered enriching in the work with children in development. There is still a great resistance to the playful in the educational sector, and the teacher does not have a fixed idea of what the relationship between the child’s learning and the play is, and what this practice contributes to. |
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