Contextos de formação de pequenos grupos de pesquisas nas escolas: as questões sociocientíficas como eixo necessário para formação de professores
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Data
2017-08-29
Autores
Arenghi, Luis Eduardo Birello
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho apresenta como objetivo principal identificar quais são as condições necessárias para a formação e constituição de um Pequeno Grupo de Pesquisa (PGP) em escolas públicas. Entendemos por PGP um grupo formado por professores, gestores de escolas e pós-graduandos em que são valorizados processos de tematização e problematização da realidade escolar. Em outras palavras, o PGP se constitui como um espaço que visa garantir que, questões relativas às problemáticas locais e de sustentação das demandas pessoais, profissionais e sistêmicas, sejam expostas e discutidas. A priori, a sustentação desse processo é avaliada pelo envolvimento dos agentes envolvidos num resgate da ação comunicativa tantas vezes solapada pelos informes e necessidades sistêmicas inerentes às atividades previstas pelo currículo. Entendemos que o resgate da ação comunicativa ocorre por meio da tematização e problematização da realidade a partir da discussão, conversa e desenvolvimento de atividades que envolvem uma reestruturação curricular baseada em questões sociocientíficas (QSC). Dessa forma, para identificar quais os processos de criação, sustentação e constituição desses grupos foi realizada uma entrevista de cunho reflexivo, uma vez que o entrevistador participou de atividades relacionadas a dois PGP e de maneira geral pelo envolvimento no Projeto Observatório da Educação com foco em Educação em Ciências e Matemática. Por meio de uma análise que que valorizou o discurso sob o viés habermasiano, os dados revelaram que as QSC representam uma proposta eficaz de resgate da cultura e da tentativa de desenvolvimento de um contexto comunicativo. Todavia, devido as invasões sistêmicas por meio do currículo e a disputa de interesses no grupo representam vias que interrompem o processo da comunicação.
The main objective of this study is to identify the necessary conditions for the formation and constitution of a Small Research Group (PGP) in public schools. We understand by PGP a group formed by teachers, school managers and graduate students in which are valued thematization processes and problematization of the school reality. In other words, the PGP constitutes a space that aims to ensure that issues related to local problems and sustaining personal, professional and systemic demands are exposed and discussed. A priori, the support of this process is evaluated by the involvement of the agents involved in a rescue of the communicative action so often undermined by the reports and systemic needs inherent to the activities foreseen by the curriculum. We understand that the rescue of communicative action occurs through the thematization and problematization of reality from the discussion, conversation and development of activities that involve a curricular restructuring based on socioscientific questions. Thus, to identify the processes of creation, support and constitution of these groups, a reflective interview was conducted, since the interviewer participated in activities related to two PGPs and in general for the involvement in the Observatory of Education Project focused on Education in Science and Mathematics. Through an analysis that valued discourse under the Habermasian bias, the data revealed that QSC represent an effective proposal for the rescue of culture and the attempt to develop a communicative context. However, due to systemic invasions through the curriculum and the contest of interests in the group, they represent ways that interrupt the communication process.
The main objective of this study is to identify the necessary conditions for the formation and constitution of a Small Research Group (PGP) in public schools. We understand by PGP a group formed by teachers, school managers and graduate students in which are valued thematization processes and problematization of the school reality. In other words, the PGP constitutes a space that aims to ensure that issues related to local problems and sustaining personal, professional and systemic demands are exposed and discussed. A priori, the support of this process is evaluated by the involvement of the agents involved in a rescue of the communicative action so often undermined by the reports and systemic needs inherent to the activities foreseen by the curriculum. We understand that the rescue of communicative action occurs through the thematization and problematization of reality from the discussion, conversation and development of activities that involve a curricular restructuring based on socioscientific questions. Thus, to identify the processes of creation, support and constitution of these groups, a reflective interview was conducted, since the interviewer participated in activities related to two PGPs and in general for the involvement in the Observatory of Education Project focused on Education in Science and Mathematics. Through an analysis that valued discourse under the Habermasian bias, the data revealed that QSC represent an effective proposal for the rescue of culture and the attempt to develop a communicative context. However, due to systemic invasions through the curriculum and the contest of interests in the group, they represent ways that interrupt the communication process.
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Palavras-chave
Teoria da ação comunicativa, Formação de grupos de professores, Questões socientíficas, Theory of the communication act, Formation of groups of teachers, Socioscientific issues