Pesquisa-formação com Professores dos Anos Iniciais do Ensino Fundamental: Emancipação Coletiva para uso de Artefatos Tecnológicos Digitais no Ensino de Ciências

Abstract

This study aimed to develop and analyze a proposal for continuous and permanent professional development, emphasizing the collective labor and use of technological artifacts for Science teaching, aiming for the collective emancipation of teachers in the initial years of Elementary School. The research was grounded in the Objectification Theory, an educational theory that considers teaching and learning a process of social, historical, and cultural nature, essentially dialectical. The methodological basis for this research is the dialectical materialism, in the educational action-research modality, which aims for the overcoming of technical rationality and proposes the model of an intellectual and critic teacher, who develops his practice based on collective actions focused on the common interest, and whose practice is governed by community ethics in search of collective emancipation. The participants of this study are teachers of a public school in the state of Mato Grosso do Sul, Brazil. The researchaction was done in three phases: diagnostic, collective labor, and collective emancipation. These phases were developed from November 2017 to November 2019 with the participation of 11 teachers. Data was collected by recordings of face-to-face development meetings, interviews, questionnaires, participant’s production, and the researcher’s field notebook. The data was organized in a way to build the formative route and analyzed from different semiotic modes, which were identified in the interaction of teachers during the activities performed on the development course, by means of an adapted analysis device. The results of the diagnostic phase show that teachers have a technical-specialist profile, with a pedagogical practice focused on traditional teaching approach and use of technological artifacts based on research and transmission of information, on individualism and with an emphasis on knowledge rather than the being’s dimension. The analysis of the collective labor and collective emancipation phases show the overcoming of individualism, in the context of professional development activities which provided new ways of producing knowledge and new subjectivities, which reflected in the teachers’ pedagogical practice, showing changes in their perspective of knowledge, learning, evaluation and technological artifacts; changes in the relationship with fellow teachers and students; a more critical view of the teaching system; changes in planning and development of Science classes, considering the collective dynamics in the planning of teaching/learning activities which were developed in collaborative labor with their students. This evidence indicates a process of change of conscience in teachers, and suggest the overcoming of the previous technical-specialist profile, as they now find themselves in the process of becoming intellectually critical teachers, and it shows that the process of a professional development proposal that discusses Science teaching in the principles of Objectification Theory has the potential of promoting collective emancipation of alienating pedagogical practices.