PRÁTICAS DE SEMINÁRIOS NO ENSINO FUNDAMENTAL: UMA PERSPECTIVA METODOLÓGICA PARA O DESENVOLVIMENTO DO PENSAMENTO CRÍTICO

Abstract

This article presents an approach on the promotion of seminars as a methodological technique to be more used in the teaching process. Thus, trying to understand the conditions and practices of applicability of seminars in the initial series, respectively, for the fourth and fifth year of elementary school; therefore, it is an active methodology that promotes interactions, independence and places the student at the center of debates with the correct mediation of a teacher. The objective was to analyze the conditions and practices of applicability of the seminar in the initial series of elementary school as an active methodology that enhances interactions, the autonomy of the student. The methodological procedure adopted was the bibliographic research, where texts in periodicals and book chapters that portrayed teaching techniques, teaching procedures, teaching methodologies and seminar promotion were selected. With the development of the research, the text appears as a condition to present results and conceptual understandings that refer to teaching and the necessary relationship with some techniques of active methodology (AM). Understanding that this methodological resource is important to improve the use of language and curiosity when looking for knowledge to be shared among peers, providing students with a significant learning of the content covered. In this way, using the new educational proposals that include teaching and learning activities can alleviate difficulties that must already be addressed in elementary school.