The reception of programmed instruction as an approach to behavioral analysis in Brazil in the 1960s and 1970s

Abstract The article discusses the reception and circulation of programmed instruction at the Universidade Federal de Minas Gerais as an example of the appropriation of behavioral analysis in Brazil and sheds light on part of this appropriation in the 1960s and 1970s in the context of Brazil’s higher education reform and of US social and intellectual influence. Results indicate that the indigenization of programmed instruction involved its circulation as an educational resource that emphasized the student’s role and his autonomy from the teacher. Sources point to clashes that derived from preconceptions about both the teaching-learning process and US influence, key elements to understand the reception and circulation of programmed instruction in Brazil.

摘要
本文以米纳斯吉拉斯联邦大学（Universidade Federal de Minas Gerais）的程序教学（programmed instruction）接受与传播情况为研究案例，探讨巴西学界对行为分析（behavioral analysis）的采纳历程，并结合巴西高等教育改革及美国社会与学术影响力的时代背景，阐明20世纪60至70年代该采纳进程的若干侧面。研究结果显示，程序教学的本土化实践将其作为一种教育资源进行推广传播，该模式着重凸显学生的主体角色及其相较于教师的自主性。史料研究表明，当时存在多维度冲突：其根源在于对教学过程的固有认知偏差以及对美国外来影响力的抵触情绪，而这些正是理解巴西境内程序教学接受与传播情况的核心要素。