A teoria da Objetivação e a Temática Piracema: ressignificando a educação continuada de professores de Ciências

Abstract

This thesis aimed to analyze the possibilities and contributions of the training developed based on some assumptions of the Theory of Objectivation (TO), for observation on the pedagogical practices of Science and Biology teachers from the State Teaching Network of the city of Corumbá -MS, research participants. The research was conceived and developed from the discussion and preparation of a proposal for continuous and permanent training, for the teaching and learning of environmental themes, in particular, the phenomenon known as piracema. The Theory of Objectivation (TO), inspired by historical materialism and schools of historical-cultural thought, is a theory of teaching and learning that goes beyond the encounter of a specific knowledge about a certain content, it highlights the importance of the subjectivity of the student, since being and knowledge are interrelated and both must be worked on to bring out ethical and reflective thoughts among students. The training was offered as an extension project in 2018, through an introductory course on TO, having as its objects of knowledge the basic concepts and principles of this theory (worldview, knowledge, learning, activity, joint work and community ethics). This training also included the planning of a teaching and learning activity (AEA in a Portuguese acronym for Atividade de Ensino e Aprendizagem) and its execution in the classroom, by the participating teachers, aimed at teaching Science, focusing on the phenomenon of piracema. To carry out the training, an outline based on the AEA activity was carried out, which was carried out in face-to-face meetings, in the form of joint work between participants and researchers, and complemented at a distance with the participation of the training researcher. The theoretical and methodological development of the research was also grounded in TO, the activity being used as the methodological unit of analysis, as it is the smallest representative unit of society that brings together students and the teacher. Data were collected through video and audio recording, the teachers' task sheets (notes), and field notes from the five face-to-face meetings. Each meeting lasted four hours, complemented by 60 hours in distance, totaling 80 hours of workload. The results, from the investigative questionnaire to the fifth meeting, showed evidence that the participating teachers are in the process of objectivation and subjectification in the endless encounter with the knowledge of TO, set in motion by the activities carried out in the four meetings, and by planning and execution of an AEA activity. Regarding the knowledge related to the phenomenon of piracema, after the reflection made possible by the joint work and the performance of the activity by the teachers, it was observed that the realization of the concrete and sensitive activity contributed to the critical reflection and the scientific deepening of this knowledge. As for the contribution of TO's assumptions to provoke reflections in pedagogical practices, the results showed that all of them carried out a critical reflection in relation to their pedagogical practices and stated that developing classes according to the teaching and learning proposal of TO was a singular and motivating experience; for others, it was also surprising for the change observed in the movements and participation of students and themselves. These results brought significant contributions, in the sense of valuing joint work, solidarity, commitment and responsibility, and of contributing to the subjective transformation of these teachers, and still suggest the potential of TO for reflection on the teachers’ practice.