AGRADECIMENTOSAgradeço, primeiramente, aos amores da minha vida: minha esposa, Bruna, e minha filha, Isabela, que chegou no meio dessa trajetória e me trouxe a força necessária para concluir este trabalho.Agradeço aos meus pais, Regina e Mauro, por todo apoio dado durante minha trajetória acadêmica e toda ajuda ao longo desses anos. Serei sempre grato por tudo.Agradeço à minha irmã, Bárbara pela ajuda nas traduções de trabalhos e leituras críticas.Agradeço a todo apoio dado pela família Alves, Fernanda, Dagmar e Wagner, realizando um esforço de mudar seus planos vários dias para ajudar na dinâmica de casa, ficando com a Isabela e se preocupando com o meu trabalho.Agradeço aos colegas do grupo ECCo, pelas discussões e contribuições ao longo do processo desta pesquisa.Agradeço todos meus amigos, sempre contribuindo sem saber.Agradeço ao Instituto Federal de São Paulo, que me possibilitou finalizar a pesquisa ao dedicar-se totalmente a ela.Agradeço ao campus São José dos Campos do IFSP que me recebeu muito bem e acompanhou essa trajetória, em especial um agradecimento aos meus alunos do curso de Licenciatura em Química e aos meus colegas docentes.Agradeço à Professora Jesuína Pacca e seu grupo de pesquisa que iniciou junto comigo esta fase acadêmica. E, por fim, um agradecimento especial ao meu amigo Cristiano, a pessoa que topou no meio da jornada me orientar e levou junto comigo essa pesquisa a concretude, com muitas discussões e apoio sempre que solicitado. Palavras-chave: Intervenção Freireana. Teoria da atividade. Ensino de Ciências. ABSTRACT SANTIAGO, Arthur Vinícius Resek. Proposition for a disturbance in the network of activities through a Freirean intervention in a teacher training course. 2019. Tese (Doutorado em Ensino Ciências) Programa de Pós-Graduação Interunidades em Ensino de Ciências, Universidade de São Paulo, São Paulo, 2019.Activities are historical and complex, constituting a network of activities mediated by different mediators and structured in hierarchical relationships. In this research, an intervention was investigated in order to propagate a disturbance in the network of activities of the São José dos Campos campus of the Federal Institute of São Paulo (IFSP-SJC). This intervention, with Freirean inspiration, was carried out in the discipline of Physics I of the Chemistry Teacher Education course of the IFSP-SJC. The Physics I course was structured based on the problems students face in attending their undergraduate course, since the campus is located within the Henrique Lage Refinery. This situation, for students, presents problems of access, transportation, lack of adequate structure, among others. After the intervention, new mediations developed by the subjects of the activity were mapped and propagated through the network of campus activities. Such mediations disturbed the network of activities by determining transformations in some network activities. The main results of this research are: (i) the intervention was strengthened by the Freirean perspective, becoming a potentially transf...
In view of the strong relationship between Astronomy and Physics the proposed research aims to focus on a teaching activity that starts from the sky observation with an understanding motivation that lies beyond admiration and bewilderment and that may lead to the elaboration of school Physics concepts. The research deals with the investigation of a way of developping the concept of energy, starting from astronomical observations where students take active part in their learning process. A didactic sequence was elaborated and applied to secondary school students at a São Paulo public school. The objective was to motivate students to observe a celestial phenomenom, namely lunar craters, in order to build up the concept of mechanical energy in a process with the following steps: observation, obtention of related and adequate data, possible hypothesis and verification with a school laboratory controlled experiment. All activities were recorded in audio or video and with the aid of transcriptions a textual discursive analysis was effected. This analysis enabled a qualification of observations under several points of view as well as disclosing conceptions that were expressed in an atempt to model, in the school laboratory, a possible cause for the observed craters. The role played by the teacher during the whole process was essential as a moderator; his attention to follow the students argumentation and drive activities seems to have secured learning results. Vigotski theory was considered for interpreting results respect to construction of concepts. As results were obtained classes of observations made by the students, leaving a Primary Observation, evolving into a Qualified Observation. And what are the relationships that are established to investigate a problem that the mechanical energy concept create meaning to the student, relations between quantities and the concept, to the third degree of relationship, between concept and phenomenon.
This paper presents how a dialogical educational proposal, inspired by Freire’s perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire’s pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students’ problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called “Non-Formal Education”. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students’ dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students’ voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform.
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