Proposição para uma perturbação na rede de atividades por meio de uma intervenção freireana em um curso de formação de professores

Abstract

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...

From classroom education to remote emergency education: transformations in a dialogical pedagogy proposal

“…The teaching methodology was developed in a face-to-face educational mode based on the Freirean perspective and was modeled as an educational activity (Santiago, 2019;Santiago & Mattos, 2021), based on which we proposed our dialogical educational activity (Figure 2). The main objective of this activity was to complexify the subjects' conscious awareness by constructing mediations for students to be aware of the contradictions in which they were inserted.…”

“…Then, overcoming this contradiction implies establishing dialogue as an expression of the movement of the subjects' consciousness (and ways-of-being), allowing the subjects' contradictory experiences to become expressed not as a problem-in-itself, but as problems-for-themselves whose responsibility to be solved by themselves (Camilo, 2015;Mattos, 2019). Thus, we are interested in developing educational activities that increase students' conscious awareness of the contradictions they live (Camillo & Mattos, 2014), becoming "perturbative activities" 2 (Santiago, 2019;Santiago & Mattos, 2019). The dynamic of this activity demands the development of new mediations between actions.…”