Formação de professores: a contribuição da análise comportamental a partir da visão skinneriana de ensino

Abstract

With the aim of determining the contribution of the behavioral analysis of teaching to the preparatiol1of teachers, the principles, concepts and procedures proposed by the behavioral analysis for teaching and education: and its implications 10the definition of the teacher's role, and the contingencies that should control his behavior in teaching are identified and analysed. Twenty texts of Skinner on matters related to education and teaching were selected and analysed. The conceptions of education as a social agency of control, and of teaching as planned arrangement of contingencies are analysed, and some features os Skinner's analysis and propositions were considered especially relevant: his criticism of the use of aversive control, the attention that should be given to the devisement of contingencies - either natural or artificial ones - for teaching, his arguments in favour of method and plannning in teaching, the features of procedures for effective teaching, and the view that content should be treated as behavior to be teached. with especial emphasis to the teaching of self-government. The teacher's role, and the contingencies under which he behaves - either the instructional or the social ones - are also analysed. Some implications of the behavioral analysis of teaching and education for the preparation of teachers are then presented, with emphasis on the teaching of science and of self-government in order to prepare independent teachers