O que representa a atenção para a epistemologia da aprendizagem na contemporaneidade? – a percepção docente

Abstract

This article is the result of a field research with the objective of identifying and interpreting interfering factors in the attentional processes in students from the initial years of elementary school and its impact on school learning in the contemporary context, in the perception of its teachers. The study has a qualitative approach, with empirical and bibliographical data collection, and the treatment of the findings followed the guidelines of the Content Analysis. Attention is a fundamental factor for learning, however, what is observed are behaviors that lead to the questioning about how children at the beginning of schooling act in relation to it in the classroom. The findings result: a) regarding the causes of inattention, there are family problems, use of the technologies and the methodology used by the teacher; b) attention is considered a prerequisite in the learning process; c) teachers need to draw students' attention very often; d) the attentive student is characterized participant and the inattentive is more apathetic; e) the representation of teachers signals a relationship between technologies and inattention. It is concluded that the teacher needs to be attentive and vigilant in his practice and the way he organizes and leads the class to reconstruct the planning and rethink his strategies whenever necessary, in order to meet the characteristics of the apprentices he attends.