KIENEN, Nádia; MITSUEKUBO, Olga    BOTOME, Sílvio Paulo. Ensino programado e programação de condições para o desenvolvimento de comportamentos: alguns aspectos no desenvolvimento de um campo de atuação do psicólogo. []. , 21, 4, pp.481-494. ISSN 0188-8145.

^lpt^aA partir do surgimento das máquinas de ensinar e da instrução programada, diversos pesquisadores aperfeiçoaram o processo de ensino com base nos princípios da Análise Experimental do Comportamento. A investigação e as experiências de intervenção com ensino de comportamentos fizeram com que o próprio processo de programar condições de desenvolvimento de comportamentos se constituísse em objeto de estudo e de intervenção profissional. Isso possibilitou propor uma nova expressão para nomear esse tipo de processo. De "ensino programado", com ênfase em regras e técnicas e no produto de sua utilização, para "programação de ensino", enfatizando os processos comportamentais que produzem as condições apropriadas para processos de aprendizagem. Descobrir, caracterizar e desenvolver, neste último caso, os comportamentos de quem constrói condições de desenvolvimento de comportamentos em quaisquer condições em que seja necessário alguém ensinar outro organismo a aprender torna-se fundamental. O exame de contribuições feitas por diversos pesquisadores - vários deles brasileiros - para aperfeiçoar o conhecimento sobre programação de condições de desenvolvimento de comportamentos é um recurso importante na sistematização de comportamentos constituintes da atuação do psicólogo e do analista do comportamento para intervirem, por meio de ensino, sobre processos comportamentais em diferentes contextos, inclusive fora dos contextos de educação tradicionais.^len^aThe psychologist and behavior analyst intervention on behavioral process requires the development of a wide set of behaviors. Part of these behaviors characterizes an intervention modality that make possible those professionals capacitate others to deal with behavioral process. The programmed learning contributions that aroused from Experimental Behavior Analysis seem to provide important tools that help on planning process and execute learning process or training. Variations on procedures and teaching techniques derived from Experimental Behavior Analysis, such as personalized instructions and teaching machines, still many times confused with programmed learning, are only alternatives of teaching contingency planning for development of behaviors. Enlighten in which way occurs the process of "programming conditions to development of behaviors" seems fundamental to prevent misconceptions and problems about programmed learning, precisely because people do not easily locate or identify the core or the base of Skinner proposal: beget a teaching technology, something to able program conditions to development of behaviors and use coherently what was programmed according to findings on Experimental Behavior Analysis. From emergence of teaching machines and personalized instructions, many researchers improved the teaching process based on Experimental Behavior Analysis principles. Investigations and intervention experiences with teaching behaviors made the very process of programming conditions to development of behaviors to become a subject of study and professional intervention. It made possible to propose a new expression to name this development stage of this kind of Behavior Analysis contribution to Education. From "programmed learning" with emphasis on rules and techniques and on product of its use (the programmed material for learning) to "programming learning" emphasizing the analysis of contingences enrolled on programming the teaching process and, further to "programming of conditions to development of behaviors", highlighting the behavioral process that produce appropriated conditions to development of learning process in any context that these process require to be developed. Discover, characterize and develop, in the last case, behaviors of who built conditions to development of behaviors in any conditions where is necessary to teach other organism to learn becomes fundamental. The analysis of contributions from many researchers - many of them Brazilians - to improve the knowledge about programming conditions to development of behaviors is an important resource on systematization of behaviors that constitute psychologist and behavior analyst field of intervention, by teaching behavioral process in different action contexts, even on those not belonging to traditional education.

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