Componente curricular tecnologia e inovação no contexto da Lesson Study: oportunidades e desafios na formação de professores
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Data
2022-03-30
Autores
Pinto, Fernando Carlos Rodrigues
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa faz parte da linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, do programa de pós-graduação em Educação da FCT/UNESP e tem como objetivo analisar como a metodologia da Lesson Study contribui para a compreensão e implementação do componente Tecnologia e Inovação, em um contexto de transição entre ensino remoto e presencial, e colabora para o desenvolvimento profissional dos professores atuantes no componente curricular, conforme a abordagem Construcionista, Contextualizada e Significativa (CCS). Desta maneira, a pesquisa discorre sobre a problemática relacionada aos desafios e oportunidades na formação permanente de professores para o desenvolvimento de sua prática pedagógica no componente curricular de Tecnologia e Inovação, à luz da abordagem CCS e dos fundamentos teóricos e metodológicos da Lesson Study. Os principais pressupostos teóricos utilizados na pesquisa, quanto a perspectiva da Lesson Study estão apoiados em Murata (2011), Takahashi e McDougal (2016), Dudley (2015) e Silva (2020) e quanto a abordagem CCS em Valente (1997) e Schlünzen (2000). A metodologia desenvolvida foi a abordagem qualitativa segundo Minayo (2001), de caráter interpretativo segundo Erickson (1986), em que um grupo de cinco Professores de Educação Básica II do componente curricular de Tecnologia e Inovação da rede pública estadual paulista foram público-alvo da pesquisa. Os dados coletados, quanto às reuniões colaborativas entre os participantes, foram submetidos às investigações estatísticas do software Iramuteq e posteriormente analisados conforme o procedimento de triangulação de dados, segundo Denzin e Lincoln (2006), com os demais instrumentos utilizados. Os resultados convergem com o delineamento do perfil dos docentes envolvidos, bem como as potencialidades e desafios, segundo os participantes da pesquisa, encontrados na implantação e implementação do componente curricular Tecnologia e Inovação na rede pública paulista. Concomitante, foi possível identificar que o processo da Lesson Study, conforme a perspectiva da abordagem CCS, colaborou para instauração de um processo formativo Cíclico Espiralado e Contínuo (CEC) que promoveu o desenvolvimento profissional dos envolvidos na pesquisa.
This search is part of the research line “Formative Processes, Teaching and Learning”, of graduate education program of FCT/UNESP and aims to analyze how the Lesson Study methodology contributes to the understanding and implementation of the curricular component of Technology and Innovation, in a context of transition between remote and face-to-face teaching and contributes to the professional development of teachers working in the curricular component, according to the Constructionist, Contextualized and Significant approach (CCS). In this way, the research discusses the problems related to the challenges and opportunities in the permanent training of teachers for the development of their pedagogical practice in the curricular component of Technology and Innovation, in the light of the CCS approach and the theoretical and methodological foundations of Lesson Study. The main theoretical assumptions used in the research, as the Lesson Study perspective are supported by Murata (2011), Takahashi and McDougal (2016), Dudley (2015) and Silva (2020) and as for the CCS approach by Valente (1997) and Schlünzen (2000). The methodology developed was the qualitative approach according to Minayo (2001), with the interpretative nature according to Erickson (1986), in which a group of five Basic Education Teachers II of the curricular component of Technology and Innovation of the public state schools of São Paulo state were the target public of the research. The collected data, regarding the collaborative meetings among the participants, were submitted to statistical investigations of the software Iramuteq and subsequently analyzed in agreement with the data triangulation procedure, according to Denzin and Lincoln (2006), with the other instruments used. The results converge with the design of the profile of the teachers involved, as well as the potentialities and challenges, according to the research participants, found in the deployment and implementation of the curricular component of Technology and Innovation in the public schools of São Paulo state. At the same time, it was possible to identify that the Lesson Study process, according to the perspective of the CCS approach, contributed to the initiation of a Spiral and Continuous Cyclic (CEC) formative process that promoted the professional development of those involved in the research.
This search is part of the research line “Formative Processes, Teaching and Learning”, of graduate education program of FCT/UNESP and aims to analyze how the Lesson Study methodology contributes to the understanding and implementation of the curricular component of Technology and Innovation, in a context of transition between remote and face-to-face teaching and contributes to the professional development of teachers working in the curricular component, according to the Constructionist, Contextualized and Significant approach (CCS). In this way, the research discusses the problems related to the challenges and opportunities in the permanent training of teachers for the development of their pedagogical practice in the curricular component of Technology and Innovation, in the light of the CCS approach and the theoretical and methodological foundations of Lesson Study. The main theoretical assumptions used in the research, as the Lesson Study perspective are supported by Murata (2011), Takahashi and McDougal (2016), Dudley (2015) and Silva (2020) and as for the CCS approach by Valente (1997) and Schlünzen (2000). The methodology developed was the qualitative approach according to Minayo (2001), with the interpretative nature according to Erickson (1986), in which a group of five Basic Education Teachers II of the curricular component of Technology and Innovation of the public state schools of São Paulo state were the target public of the research. The collected data, regarding the collaborative meetings among the participants, were submitted to statistical investigations of the software Iramuteq and subsequently analyzed in agreement with the data triangulation procedure, according to Denzin and Lincoln (2006), with the other instruments used. The results converge with the design of the profile of the teachers involved, as well as the potentialities and challenges, according to the research participants, found in the deployment and implementation of the curricular component of Technology and Innovation in the public schools of São Paulo state. At the same time, it was possible to identify that the Lesson Study process, according to the perspective of the CCS approach, contributed to the initiation of a Spiral and Continuous Cyclic (CEC) formative process that promoted the professional development of those involved in the research.
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Palavras-chave
Lesson Study, CCS, Formação de professores, Componente Curricular Tecnologia e Inovação, Teacher training, Curricular Component Technology and Innovation