Doutorado em Educação em Ciências e Matemática (PRPG)
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Navegando Doutorado em Educação em Ciências e Matemática (PRPG) por Por Orientador "Echeverría, Agustina Rosa"
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Item O uso do contexto do surgimento do Fundamental Fysiks Group para o debate sobre a natureza da ciência na formação de professores(Universidade Federal de Goiás, 2022-09-14) Campos, Raul Isaias; Ferraria, Paulo Celso; http://lattes.cnpq.br/7343208770093029; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Rocha, Gustavo Rodrigues; Resende, Anita Cristina Azevedo; Queiroz, José Rildo de Oliveira; Adúriz-Bravo, AgustínThe purpose of this thesis is to investigate the potentiality of the studying the events that occurred in the emergence of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. With this aim, and based on the historical materialism method, the work begins by presenting the concrete to be researched as the relevance of studying the origin of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. In its appearance, this broad object presents itself as a complex and chaotic reality, being necessary at first, in order to understand it, to reach the simplest determinations through analytical processes. In a movement of coming and going that is particular to the method, the simplest determinations were being abstracted, without forgetting to always return to the concrete. Initially, it seeks to present which history and philosophy of science are of interest to science teaching and what history and the philosophy of science understand as the nature of science, to then conclude that for educational purposes, certain consensuses about the nature of scientific knowledge can be admitted. Then, the events that occurred during the emergence of the Fundamental Fysiks Group are exposed, choosing to carry out the debate on the nature of science from this study in a didactic intervention. This intervention took place in the discipline of Teaching Practice III, of the night course of Licentiate in Physics at UFG, and, through this activity, an attempt was made to appropriate the reality that was presented. In this process, three categories were extracted: difficulties with the classification and definition of deformed views of science; possibilities of deconstructing the deformed views of science; relationship between science and other forms of knowledge. Finally, it is concluded that understanding the origin of the Fundamental Fysiks Group allows an expanded and critical view of the nature of science in the process of training physics teachers, most notably in the deconstruction of deformed views of science and that this study provides historical and philosophical material for teachers and future physics teachers so that, in the face of questions from their students about “quantum mysticism”, they can position themselves on the subject.Item Narrativas inspiradoras e utopias nebulosas: um estudo da relação com o saber de sujeitos da EJA-EPT do Instituto Federal de Goiás.(Universidade Federal de Goiás, 2022-05-23) Ribeiro Júnior, Ramon Marcelino; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Soares, Marlon Herbert Flora Barbosa; Santos, Maria Bethânia Sardeiro dos; Flores, José Ignácio Rivas; Lopes, Marcos CarvalhoThere is no knowledge without relationship with knowledge. The theorization surrounding Bernard Charlot’s notion of relationship with knowledge includes, among its structuring concepts, the reciprocal constitution between the meaning and the effectiveness of the study activity. Given this, our research problem may be stated as follows: how can the understanding of the relationship between the meaning and the effectiveness of the study activity contribute to the reconstruction of specific pedagogical practices? The main objective of this research is: i) the general formulation: to understand the processes of constitution of the study activity; ii) the specific formulation: to understand the processes of constitution of the study activity involving science and mathematics knowledge of high school students who are integrated to vocational education in the Youth and Adult Education modality (in Portuguese, Educação de Jovens e Adultos – Proeja / EJA-EPT) of the Federal Institute of Goias (IFG). The specific objectives are: a) to understand the processes of production of meanings and their identity effects; b) to understand the processes of production of effectiveness and their epistemological normativity; c) to produce or improve didactic-pedagogical instruments for reconstructing specific pedagogical practices related to the teaching of scientific knowledge in focus. Such investigations are fundamental to address the intertwining issues produced between students and knowledge, and without which there is no possibility of understanding the situations of success or failure at school, in all their complexity and multiplicity. The theoretical-methodological framework is based on the articulation of different traditions of thought, specifically: Richard Rorty's pragmatism; Bernard Charlot's theory of the relationship with knowledge; and the life narratives, especially mostly by Daniel Bertaux’s and José Ignacio Rivas’s works. Due to this articulation, a narrative investigation of the relationship with knowledge under the light of philosophical pragmatism has been developed. Seven students who were enrolled in the eighth period of an Integrated Technical Nursing program and who had attended Chemistry I and Chemistry II courses, respectively, in their first and second period of this program have collaborated with the data production. In order to produce data, we have employed two procedures: i) narrative interviewing, recorded in audio, focusing on the dimension of activity meaning; and ii) a system of problems, recorded in audio and video, focusing on the 17 effectiveness dimension, that is, the epistemological normativity of the knowledge learning that comprises the investigation. The analysis was carried out by means of comparison and contrast of narratives and other discursive interactions, based on a pragmatic philosophy of the processes of meaning and on theoretical texts regarding the general or specific issues. Through this analysis, we intend to understand processes by means of the articulation of aspects arising from the subjects and their propositional attitudes in close relationship with the social practice contexts that produce and are produced by these same subjects. We have concluded that (a), in the sense sphere, the students' main reason for studying is to be a good nursing technician, which results in an appreciation of the curricular components and contents related to their future professional activity and a depreciation of the contents related to their high school education; throughout the program they undergo a process of establishing new reasons for the study activity, in particular the project to pursue studies in specializations in the nursing field and the dream of obtaining a degree in nursing, and (b) in the effectiveness sphere, students have demonstrated a solid mastery of the cross-multiplication and that certain difficulties have persisted when modeling/translating the information in the statement of the problems on the elations that constitute the framework of a conventional cross-multiplication. Moreover, the notions of quantities and measures have presented a challenge for the teacher and the students as regards the establishment of their structures of generality. It is important to use schemas and maps to support the understanding of generality relationships in order to offer the student an overview of the network of concepts. The use of the general idea of proportional reasoning holds the potential to restructure all the concepts that occur in the courses, with gains in meaning and systematicity. We have highlighted some samples of how these conclusions have let to a reconstruction of our own pedagogical practice.Item Ensino médio integrado, a nossa escola do trabalho: repensando a formação dos jovens brasileiros a partir dos fundamentos da pedagogia soviética e as interfaces curriculares das ciências da natureza(Universidade Federal de Goiás, 2023-10-05) Silva, Ariana Cárita de Assis Marinho; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Gonçalves, Leandro Sartori; Costa, Lorenna Silva Oliveira; Silva, Marcelo Lira; Ramos, Marise NogueiraEducation has always been and will remain invariably associated with the ongoing corporate project. Human formation is part of a whole called society and not a cool entity with unrestricted transformative potential. The change of concrete conditions goes through the transformation of this whole, also modifying the educational processes. In Brazilian class society, sustained by dependent capitalism, working-class education has historically constituted a dual system, where knowledge and advancement in studies are restricted to those belonging to the dominant class, leaving young people from the exploited classes with access to training for alienated work. Even in this context dominated by power relations, emancipatory educational tactics emanate from the contradictory dynamics of the capitalist world, among them Integrated Secondary Education (EMI), a curricular model present in the Federal Institutes of Education, Science and Technology. However, in the face of attacks and counter-reforms in education intensified after the 2016 Coup, the EMI demands means for its resistance and objectification. And for the purpose of this strengthening, through a bibliographical study, we seek in the Soviet Work School, a proposal based on Marxian polytechnics, principles and potential foundations for the resistance process of the EMI in Brazil. We are guided, therefore, by the following question: What principles and foundations of Soviet Pedagogy (PS), idealized in the period from 1917 to 1930, can be rescued as references for the strengthening of the Integrated Curriculum in the EMI, historical and contradictory form in the name of the dispute for a Polytechnic Human Formation in Brazil? In the perspective of answering this question, this research was based and organized by the general objective of making a study of the movement from the Curriculum with a centrality in the Natural Sciences (singular) to Human Formation (universal) with the mediation (particular) of PS and the EMI. After a historically referenced analysis, the topicality of PS proved to be a central element in this process of objectifying the integrated curriculum in Brazil, enhancing both curricular integration and aspects of polytechnics in EMI, overcoming the disciplinary and fragmented nature of training with end in itself or training for alienated work. Finally, we understand that in the war for the education of the working class, the strategy of integral, omnilateral or polytechnic human formation relies on the expressive tactics of the Soviet Work School, which we have appropriated for the strengthening of our Work School.