Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

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Ciranda lúdica: subjetividade, docência e ludicidade
(Universidade Federal do Pará, 2018-04-05) CUNHA, André Luiz Rodrigues dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/ 0000-0003-1307-1249; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The playfulness is a desirable characteristic of the teaching and learning process, making itself present, in different regularities and in different educational scenarios. There is a polysemy of the term ludicidade and of the varied pedagogical practices that it guides. I defend the thesis that the multiplicity of the subjective senses of playfulness and the ways in which they guide pedagogical practices are produced by the teacher at different moments in his life as part of his school and extracurricular experiences. The present research had as objective to interpret the configuration of subjective senses on ludicity, produced by professors in the teaching of biological sciences, in the School of Application of the Federal University of Pará. Oriented by Subjectivity Theory and Qualitative Epistemology, proposed by González Rey, I realized a constructive-interpretative study with three teachers of this school. The information was produced through phrases complements, writing and a conversational dynamic composed of individual and collective interviews, as well as informal dialogues. I organized the subjective productions of the teachers, constructing indicators of subjective senses and interpreting how the playful was configured in the subjectivity of each teacher. This study made it possible to understand that the way each subjective teacher the playful implies different teaching practices. The subjective senses of playfulness are promoters of motivation, both for students and for teachers. Student feedback is important for playfulness in teacher action. The social subjectivity of the school is fundamental for the production of new playful senses, which are built in interaction with students and other people. In addition to supporting the thesis I formulated, the results of the research indicate the following educational implications: subjectivize playfulness with emphasis on the subject (student) and not on the disciplinary content; understand the playful as a communicative form between teacher and students and creative expression of these subjects; to reaffirm the playfulness as a promotive experience of motivation, in a recursive and inseparable way, both for those who learn and for those who teach; enjoy the playful, in the various contexts of life as an instrumental resource, but also a socio relational.
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Configurações subjetivas da ação pedagógica de professores, em formação CTSA, na horta escolar.
(Universidade Federal do Pará, 2024-02-27) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés
The school garden, in addition to providing healthy food, can become an excellent teaching and learning laboratory. Research has shown that the school garden is an important learning context for teachers and students. This thesis aims to understand the subjective configurations of the teachers’ pedagogical actions, in continuing education with a CTSA focus, in the context of an HE. The research was based on the Theory of Subjectivity, Qualitative Epistemology and Constructive-interpretative Methodology. A mathematics and a physics teacher, from a fulltime public high school, on the outskirts of the city of Belém in the State of Pará, participated in the investigation. They were accompanied at school during all the process, from the formation of a study group on the new ENEM, in 2017, which also studied Science, Technology, Society and Environmental education when the implementation of a vegetable garden at school was proposed. This research focused on teachers' learning during the planning, task execution and evaluation of teaching activities, in the context of the school garden, between the years 2019 and 2023. Based on the interpretation of information obtained in informal conversations, participant observations, complements of sentences, essays and other material produced by teachers, two case studies were constructed, based on the indicators and hypotheses produced about the subjective meanings related to life history, social subjectivity and those produced during the teachers' pedagogical action. In both case studies, we understand that teachers faced demands generated at different levels of social subjectivity. They were initially done, with the subjective, relational and operational resources which were available, but they felt pressured to produce new subjective meanings and carry out new learning. This learning and new productions of subjective meanings expanded the teachers' possibilities of action and relationships, generated greater involvement in teaching and were organized in a configuration of subjective development, which motivated the production of new subjective meanings and new pedagogical actions, making a difference in the classroom. The school garden project has contributed positively to healthy eating in the school community and enhancing the learning of students and teachers. It has consolidated itself as a permanent project of the institution, which aims to become a self-sustainable school.
Acesso aberto (Open Access)
As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional de professores de ciências e biologia
(Universidade Federal do Pará, 2017-10-17) SERRÃO RESQUE, Marciléa; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The professional teaching trajectory is a field of study that corresponds to one of the main thematic of analysis on the professionals of the education, due to the preoccupations with the processes of teacher formation amid the challenges of the contemporary educational scene. In general, this theme has been studied in the scope of research on life cycles, which often highlight the similarities and regularities present in the professional career of teachers. This research, in a different way, seeks to understand the professional trajectory as a singular and subjective process. For this reading, I bring as main theoretical reference the Subjectivity Theory of Fernando González Rey (2003). I use the categories of subjective sense, subjective configurations, individual and social subjectivity to understand the transformations that occur in the configurations of subjective senses of teaching in different moments of the professional career of three professors of science and biology. I defend the thesis that analyzing the professional trajectory of teachers based on this theoretical framework allows the understanding of the rupture movements and the creation of subjective senses about teaching in science and biology that are produced in the different contexts of personal and professional life. To support the study, the research is aligned with the qualitative approach, taking as a methodological approach the Qualitative Epistemology of González Rey, which defends the eminently constructive and interpretive condition of the research. The information was constructed using sentence complement, open questionnaire, individual interviews and informal conversations. I present the constructive-interpretative analysis of the trajectory of three professors of science and biology, in the form of case studies. For this study, I opted for the transversal analysis method, which organized the professional course of teachers in three main moments: 1) The options for teaching; 2) The entry into the teaching career and the initial years and 3) The present moment. The subjective meanings related to each moment were interpreted from indicators constructed from the expressions of the subjects. The results point out that different subjective configurations of teaching are built at different moments of the teachers' professional trajectory and they constitute the basis of motivation for teaching in science and biology. The transformations in the configurations resulted from the ruptures and creations of new subjective meanings engendered from the personal histories of the subjects in permanent dialogue with their current context of action. The research also pointed out that the shared and collaborative exercise of teaching, the construction of forms of resistance to the dominant representations of the profession and emotional experiences during the trajectory, are important for the configuration of subjective senses of valorization of teaching in science and biology.
Acesso aberto (Open Access)
A motivação como produção de sentidos subjetivos: pedagogia de projetos no ensino e aprendizagem de ciências
(Universidade Federal do Pará, 2017-04-25) CASANOVA, Marcello Paul; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/ 0000-0003-1307-1249
The motivation to learn is a permanent concern of educators and researchers. Among the teaching approaches designed to motivate students stands out the Project Pedagogy, which values the student as protagonist of their learning. Despite the importance attributed to motivation, the researches carried out do not always explain a theoretical-methodological reference to deal with the subject. Often, the motivation is thought as a direct result of the activities planned by the teacher and the cognitive and affective factors involved in the process are understood in a dichotomous way. I defend the thesis that González Rey's Theory of Subjectivity expands our understanding of the motivation to teach and learn Sciences in the context of Project Pedagogy, by enabling the interpretation of configurations of complex, singular subjective senses that emerge in different contexts. To support this statement, I carried out two studies on the motivation to teach and learn, based on this theoreticalmethodological approach, in order to understand the subjective configurations of the subjects in relation to teaching or learning with projects. In the first one, I analyzed the subjective senses of a Science teacher to work with projects. In the second, I analyzed the subjective senses of a group of students involved in a theater project at school. The information was constructed through phrase complements, writing, observations and informal conversations. The subjective senses were interpreted from the indicators constructed in the research, constituting case studies of the participants. Both in the study with the teacher and in the study with the students, I understood the motivation of the subjects as resulting from configurations of complex and singular subjective senses that do not depend only on the current situation, but take into account their past experiences and interactions with other people, in other contexts. These results support the thesis that the Theory of Subjectivity makes an important contribution on the understanding of the motivation to teach and to learn Sciences in the context of Project Pedagogy, with important implications for research in the area, for teaching and for teacher training.
Acesso aberto (Open Access)
Processos subjetivos na superação das dificuldades de aprendizagem de biologia
(Universidade Federal do Pará, 2023-04-27) BEZERRA, Hanna Patricia da Silva; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
This paper presents the results of an investigation into overcoming learning difficulties in Biology, based on González Rey's Theory of Subjectivity, in a cultural-historical perspective. We aimed to understand the subjective and operational dimensions of learning difficulties in Biology, as well as the processes of change in the subjective configuration of the action of learning Biology that favor overcoming the learning difficulties of the curricular component. The research methodology was based on Qualitative Epistemology and the ConstructiveInterpretative Method. The research participants were three students, identified with Biology learning difficulties and who were attending high school. We carried out a field research, in which we used, for the construction of information, self-assessment, sentence complements, conversational dynamics, informal conversations, observations and document analysis. Educational practices were also carried out with the participants in the form of workshops, aiming to contribute to overcoming learning difficulties, through strategies that recognized their uniqueness, encouraging autonomy and protagonist, the explicitness and contrast of models and the hierarchical integration of the students' implicit theory to the scientific knowledge of Biology. We constructed three case studies and, based on the interpreted information, elaborated a theoretical production on the operational dimension of learning difficulties in Biology, highlighting the epistemological, ontological and conceptual incompatibilities between the learners' implicit theories and the scientific theory, reverberating, mainly , in problems to contextualize and generalize the contents and understand them in a systemic perspective. From the study of the subjective configuration of the participants' action of learning Biology, we developed theoretical reflections about the subjective dimension of their learning difficulties, considering: 1) The learning difficulties constituted by the mobilization of subjective meanings arising from the history of school life, which made the production of operational and subjective resources to learn Biology unfeasible; 2) Learning difficulties constituted by the denial of the expression of the condition of agent or subject and of comprehensive and/or creative learning. In the three cases, we interpreted changes in the subjective configuration of the action of learning Biology, in view of the production and/or mobilization of subjective meanings that favor learning. From this perspective, the results substantiate the thesis that learning difficulties in learning Biology result from the production of meanings that are unfavorable to learning or to the development of relational and operational resources that make it possible. Overcoming such difficulties demands processes of change and/or subjective development, in view of the mobilization and/or reciprocal production of operational, relational and subjective resources, which favor the learning of the contents of this curricular component
Acesso aberto (Open Access)
Sentidos subjetivos de estudantes do ensino médio: o uso das tecnologias digitais para estudar biologia
(Universidade Federal do Pará, 2017-04-26) POSSAS, Iris Maria de Moura; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Digital Technologies (TD) have been often used in society and in school. In general, researches focuses TD as tools that emphasize cognitive processes. In this paper I support that high school students, as digital natives, produce subjective meanings for the use of TD in various contexts, including to study biology, favoring the motivation and learning of this discipline. Inspired by the Theory of Subjectivity proposed by González Rey, I aimed to understand the subjective meanings of high school students related to the uses of TD to study Biology. I conducted the study with four students of the third year of high school, from a federal school, in Belém do Pará. I followed the orientation of Qualitative Epistemology, which values the construction and interpretation of information by the researcher, the dialogical interaction with the research subjects and the recognition of singularity as an instance of production of scientific knowledge. Students provided information through writing, sentence complements, and informal conversations. From the information obtained in these instruments, I organized the case studies of the four subjects, constructing indicators of subjective meanings and trying to understand how they were configured for each subject. The results indicate that young students produce configurations of singular subjective meanings for the use of TD. Then I constructed categories and subcategories, bringing the senses closer to the four subjects. I found that TD meet important needs of adolescents. They use TD outside of school to interact, have fun or satisfy curiosity, and escape from loneliness. At school, they also use to interact, have fun or satisfy curiosity and to access information quickly. Specifically to study biology, students use TD to interact, fix or memorize content, to understand or satisfy curiosity, to complement or deepen content, and to extrapolate a particular theme to another context. These meanings range from those that emphasize the reproduction of content to those that facilitate learning. In addition, students use TD with some care, aware that they can aid studies and interactions, but also harms them. Therefore, the results support the assertion that the subjective meanings of the use of TD to study biology favor the motivation and learning of this discipline, but other results recommend caution regarding the types of motivation and learning that these uses can provide.

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