Os sentidos atribuído por professores de Biologia à função social de seu trabalho.
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Data
2018-02-23
Autores
Pereira, Lucas Monteiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como temática central o objetivo ou, ainda, a função social do ensino de Biologia, em suas relações concretas com o trabalho do professor, pretendendo-se contribuir para a sua discussão no campo da construção coletiva da pedagogia histórico-crítica. Para tanto, partimos da consideração dos fundamentos ontológicos e epistemológicos da teoria materialista histórica dialética, que sustentados a perspectiva desta teoria pedagógica. Isto posto, abordamos uma concepção de trabalho do professor em geral, apontando as suas características essenciais constitutivas, e realizamos uma aproximação à uma concepção materialista, histórica e dialética das ciências da natureza para, com essa base, delinear uma concepção histórico-crítica de função social do ensino de Biologia, buscando captar as relações entre a apropriação do conhecimento científico, a formação dos indivíduos como seres humanos e a prática social. Para concretizarmos esta análise, abordamos também as contradições que estruturam a educação escolar na sociedade capitalista contemporânea, dentre as quais as determinações da política educacional de cunho neoliberal e da disseminação da agenda pós-moderna no campo educacional, conformando as condições objetivas e subjetivas do trabalho do professor à lógica do capital, inclusive em suas expressões específicas na área do ensino de Ciências. Tendo em vista os pressupostos teórico-metodológicos da psicologia histórico-cultural, que postula a unidade dialética entre estrutura da atividade e formação da consciência, apontamos que nosso objetivo central foi caracterizar e analisar os sentidos atribuídos por professores de Biologia à função social de seu trabalho. A coleta de dados foi efetuada com professores de Biologia da rede pública estadual de uma cidade no interior do estado de São Paulo e a análise desses dados se assenta na proposta de construção de núcleos de significação, buscando-se desvelar as zonas de sentidos desses sujeitos sobre a função social de sua atividade de ensino. A discussão teórica dos núcleos revelou a expressão singular-particular das determinações histórico-sociais sobre a compreensão desses professores, na qual pudemos captar como as condições de vida e educação participam na constituição da sua unidade-atividade-consciência e circunscrevem os limites e possibilidades dos sentidos atribuídos à função social de seu trabalho, caracterizados predominantemente pela ênfase no cotidiano do aluno, em seus interesses imediatos, e pela perspectiva pragmática de utilização do conhecimento científico da Biologia e potencialmente pela ideia de relação consciente com esta esfera de conhecimento e sua contribuição para a compreensão do mundo natural. Concluímos, enfim, que essas determinações se inserem na dialética entre apropriação e objetivação dos indivíduos, para quem o trabalho educativo contribui na sua humanização por meio da socialização do conhecimento elaborado.
This research has as central theme the objective or the social role of the Biology teaching, in its concrete relations with the teacher’s work, aiming to contribute to its discussion in the field of historical-critical pedagogy collective construction. To do so, we started from the consideration of the ontological and epistemological foundations of the dialectical historical materialist theory, which supports the perspective of this pedagogical theory. In this way, we approached a general conception of the teacher's work, pointing out its essential constitutive characteristics, and we also approached a materialist, historical and dialectical conception of the natural sciences in order to delineate a historical-critical conception of Biology teaching social role, seeking to capture the relations between the scientific knowledge apropriation, the individuals formation as human beings and the social practice. In order to concretize this analysis, we also addressed the contradictions that structure school education in contemporary capitalist society, such as the determinations of neoliberal educational policy and the dissemination of the postmodern agenda in the educational field, conforming the objective and subjective conditions of teacher’s work to the capital’s logic, including its specific expressions in the Science teaching area. Considering the theoretical-methodological assumptions of historical-cultural psychology, which postulates the dialectical unity between activity structure and consciousness formation, we point out that our central objective was to characterize and analyze the senses attributed by Biology teachers to the social role of their work. Data collection was carried out with Biology professors of the state public network of a city of the state of São Paulo’s interior and the analysis of these data is based on the proposal of nuclei of meaning’s construction, seeking to unveil the senses areas of these subjects on the social role of their teaching activity. The theoretical discussion of the nuclei revealed the singular-particular expression of the socialhistorical determinations on these teacher’s understanding, in which we were able to capture how the life and education conditions participate in the constitution of their activityconsciousness unity and circunscribe the limits ans possibilities of the attributed senses to the social role of their work, predominantly characterized by the emphasis on the student’s everyday life, on their immediate interests, and by the pragmatic perspective of usage of scientific knowledge and potentially by the idea of conscious relation with this sphere of knowledge and its contribution to the natural world understanding. We ultimately conclude that these determinations become part of the dialectic between appropriation and objetification of the individuals, to what the educative work contribute to their humanization through socialization of elaborate knowledge.
This research has as central theme the objective or the social role of the Biology teaching, in its concrete relations with the teacher’s work, aiming to contribute to its discussion in the field of historical-critical pedagogy collective construction. To do so, we started from the consideration of the ontological and epistemological foundations of the dialectical historical materialist theory, which supports the perspective of this pedagogical theory. In this way, we approached a general conception of the teacher's work, pointing out its essential constitutive characteristics, and we also approached a materialist, historical and dialectical conception of the natural sciences in order to delineate a historical-critical conception of Biology teaching social role, seeking to capture the relations between the scientific knowledge apropriation, the individuals formation as human beings and the social practice. In order to concretize this analysis, we also addressed the contradictions that structure school education in contemporary capitalist society, such as the determinations of neoliberal educational policy and the dissemination of the postmodern agenda in the educational field, conforming the objective and subjective conditions of teacher’s work to the capital’s logic, including its specific expressions in the Science teaching area. Considering the theoretical-methodological assumptions of historical-cultural psychology, which postulates the dialectical unity between activity structure and consciousness formation, we point out that our central objective was to characterize and analyze the senses attributed by Biology teachers to the social role of their work. Data collection was carried out with Biology professors of the state public network of a city of the state of São Paulo’s interior and the analysis of these data is based on the proposal of nuclei of meaning’s construction, seeking to unveil the senses areas of these subjects on the social role of their teaching activity. The theoretical discussion of the nuclei revealed the singular-particular expression of the socialhistorical determinations on these teacher’s understanding, in which we were able to capture how the life and education conditions participate in the constitution of their activityconsciousness unity and circunscribe the limits ans possibilities of the attributed senses to the social role of their work, predominantly characterized by the emphasis on the student’s everyday life, on their immediate interests, and by the pragmatic perspective of usage of scientific knowledge and potentially by the idea of conscious relation with this sphere of knowledge and its contribution to the natural world understanding. We ultimately conclude that these determinations become part of the dialectic between appropriation and objetification of the individuals, to what the educative work contribute to their humanization through socialization of elaborate knowledge.
Descrição
Palavras-chave
Ensino de Biologia, Materialismo histórico dialético., Pedagogia histórico-crítica., Trabalho do professor., Psicologia histórico-cultural., Biology teaching., Teacher's work., Historical dialectical materialism., Historical-critical pedagogy., Historical-cultural psychology.