As questões sociocientíficas na formação de professores: o pequeno grupo de pesquisa como comunidade de experiência
Carregando...
Data
2017-05-29
Autores
Santos, Paulo Gabriel Franco dos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese busca sustentar um modelo de formação de professores baseado na perspectiva da experiência formativa de Walter Benjamin. Diante do declínio da experiência na modernidade, o desafio desta investigação é direcionado no sentido de criar um espaço favorável à experiência formativa, reivindicando relações orgânicas entre sujeito e objeto de conhecimento, do trabalhador com os produtos e o contexto do seu trabalho e como sobrevivência à reiteração do sujeito em tempos de industrialização e de império da racionalidade instrumental. Busca-se também desenvolver um caminho formativo para a profanação da Ciência e a Tecnologia pela via do tratamento das Questões Sociocientíficas, isto é, a reapropriação destes empreendimentos pelo ser humano como produção cultural, histórica, dinâmica, de modo a desmistificá-las e questionar sua suposta neutralidade e linearidade ascendente. Assim, o objetivo central da pesquisa é delinear a natureza de um contexto formativo de professores com intencionalidades de se constituir como comunidade de experiência e caracterizar o caráter do tratamento de Questões Sociocientíficas nesse contexto. O processo metodológico de pesquisa, de natureza qualitativa, inclui a participação ativa do pesquisador em reuniões periódicas com os professores, esforços para criar um lugar de construção de sentido, produção coletiva de conhecimentos e de conteúdos para trabalhar em sala de aula pelos professores envolvidos. Entendendo que a narração é uma expressão genuína da experiência e que narrar se converte também em uma experiência, as narrações dos professores do Pequeno Grupo de Pesquisa (PGP) são as fontes de informação para o desenvolvimento da análise, bem como as experiências do pesquisador. A análise é desenvolvida sob a perspectiva de constelação que consiste em um momento analítico-conceitual, com categorias criadas com base nos referenciais teóricos adotados, e representacional, que consiste na justaposição das categorias, constituição de imagens dialéticas e reagrupamento das imagens, configurando um movimento do particular concreto para a totalidade social apreendida pela experiência de pesquisa. De forma geral, caminhar entre dois mundos conceituais e concretos é transitar em um caminho tensionado, a figura ambígua do pesquisador como estrangeiro e como figura central garante a sustentação da interface Universidade-Escola, o trabalho docente povoado de fantasmagorias e incluso no fluxo da multidão requer interrupção e objetivação da realidade para torná-la elemento experiencial e o contexto de formação se constitui como uma promessa de redenção para os docentes, o exercício de rememoração e construção de significados contribui para a conformação de valores e práticas no contexto formativo e a elaboração e tratamento de Questões Sociocientíficas em um contexto de experiência formativa reclama elementos de legitimidade, relevância dos conteúdos e das práticas, abertura para a criatividade e autoria, profanação dos empreendimentos da ciência e da tecnologia e constante retorno para o lugar de formação para sua sustentação e produção de sentido.
This thesis seeks to sustain a teacher education model based on the perspective of the formative experience of Walter Benjamin. Faced with the decline of experience in modernity, the challenge of this research is directed towards creating a favorable space to formative experience, demanding for organic relations between subject and object of knowledge, worker and the products and the context of its work, as survival to the reification of the subject in times of industrialization and empire of instrumental rationality. The aim is to also develop a formative way to the profanation of Science and Technology via the treatment of socio-scientific issues, i.e. the reappropriation of these institutions by humans as cultural, historical and dynamic production, in order to demystify them and to inquire their supposed neutrality and ascending linearity. Thus, the central objective of the research is to delineate the nature of a formative context of teachers with intentions to constitute itself as a community of experience and to characterize the character of the treatment of Socio-Scientific Issues in this context. The methodological research process, of qualitative nature, includes the active participation of the researcher in regular meetings with teachers, efforts to create a place of construction of meaning, collective production of knowledge and content to work in the classroom by the teachers involved. Understanding that the narration is a genuine expression of experience and narrate also becomes experience, the narrations of the teachers in the Small Group of Reasearch (SGR) are the sources of information for the development of analysis, as well as the experiences of the researcher. The analysis is developed in the constellation perspective which consists of an analytical-conceptual moment, with categories created based on the theoretical framework adopted, and representational moment, which is the juxtaposition of categories, constitution of dialectical images and images reassembly, setting a movement from the particular concrete to the social totality apprehended by the research’s experience. In general, to walk between two conceptual and concrete worlds is to move on a tense path, the ambiguous figure of the researcher as a foreigner and the central figure guarantees the support of the University-School interface, the teaching work populated by phantasmagorias and as part of the crowd flow requires interruption and objectification of reality to make it an experiential element, the context of formation represents a promise of redemption for teachers, the exercise of rememoring and constructing meanings contributes to the conformation of values and practices in the formative context, and the elaboration and treatment of Socio-Scientific Issues in a context of formative experience claims for elements of legitimacy, relevance of contents and practices, openness to creativity and authorship, profanation of science and technology enterprises and constant return to the formation place for their support and production of sense.
This thesis seeks to sustain a teacher education model based on the perspective of the formative experience of Walter Benjamin. Faced with the decline of experience in modernity, the challenge of this research is directed towards creating a favorable space to formative experience, demanding for organic relations between subject and object of knowledge, worker and the products and the context of its work, as survival to the reification of the subject in times of industrialization and empire of instrumental rationality. The aim is to also develop a formative way to the profanation of Science and Technology via the treatment of socio-scientific issues, i.e. the reappropriation of these institutions by humans as cultural, historical and dynamic production, in order to demystify them and to inquire their supposed neutrality and ascending linearity. Thus, the central objective of the research is to delineate the nature of a formative context of teachers with intentions to constitute itself as a community of experience and to characterize the character of the treatment of Socio-Scientific Issues in this context. The methodological research process, of qualitative nature, includes the active participation of the researcher in regular meetings with teachers, efforts to create a place of construction of meaning, collective production of knowledge and content to work in the classroom by the teachers involved. Understanding that the narration is a genuine expression of experience and narrate also becomes experience, the narrations of the teachers in the Small Group of Reasearch (SGR) are the sources of information for the development of analysis, as well as the experiences of the researcher. The analysis is developed in the constellation perspective which consists of an analytical-conceptual moment, with categories created based on the theoretical framework adopted, and representational moment, which is the juxtaposition of categories, constitution of dialectical images and images reassembly, setting a movement from the particular concrete to the social totality apprehended by the research’s experience. In general, to walk between two conceptual and concrete worlds is to move on a tense path, the ambiguous figure of the researcher as a foreigner and the central figure guarantees the support of the University-School interface, the teaching work populated by phantasmagorias and as part of the crowd flow requires interruption and objectification of reality to make it an experiential element, the context of formation represents a promise of redemption for teachers, the exercise of rememoring and constructing meanings contributes to the conformation of values and practices in the formative context, and the elaboration and treatment of Socio-Scientific Issues in a context of formative experience claims for elements of legitimacy, relevance of contents and practices, openness to creativity and authorship, profanation of science and technology enterprises and constant return to the formation place for their support and production of sense.
Descrição
Palavras-chave
Experiência formativa, Formação de professores, Questões sociocientíficas, PGP, Formative experience, Teacher education, Socio-scientific issues, SGR