Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
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Aprendizagem criativa e suas condições favorecedoras em um espaço de educação não formal: uma pesquisa com monitores de biologia no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2019-10-17) SILVA, Kharem Cristine dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The present study analyzed moments of creative learning by two Biology monitors from the Science Center and Planetarium of Pará - CCPP and the favorable conditions for such learning. The study was inspired by the Theory of Subjectivity and Qualitative Epistemology proposed by González Rey. In this perspective, one of the desirable forms of learning is creative learning, characterized by the personalization of information, the confrontation with the data and the production of new ideas. For the constructive interpretative analysis of the results of this research, interviews, questionnaires, sentence supplements, informal conversations and observations of the moments of presentation to the public in the biology spaces at the CCPP were used. Motivated to communicate effectively with the public, the monitors creatively learned about the scientific content they needed to communicate (accessing various sources and interacting with colleagues) and to contextualize the content in various ways (with films, themes from the daily lives of visitors, stories from the science, objects available in spaces, subjects from other areas of science). The favorable conditions for the creative learning of the monitors included subjective productions constituted in the social spaces in which they participated, throughout their life trajectories and others produced in the social space of the CCPP, based on institutional values and interaction with visitors, who participated in the subjective (re) configuration of their teaching actions.
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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.
Acesso aberto (Open Access)
Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
Acesso aberto (Open Access)
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)
Contextualização, dialogia e parceria no estudo da ligação iônica: uma abordagem microgenética
(Universidade Federal do Pará, 2005-09-29) COSTA, Adalcindo Rodrigues da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
I believe that a contextualized and dialogical teaching values students cultural experience and it can help in their formation as critical citizens and agents of transformation, aiming the construction of a fair, solidary and fraternal world. This teaching goes over than the transmission of information because it allows intellectual and moral development of students in a favorable, effective and motivational atmosphere. Then, this research aims to create a contextualized and dialogical chemistry learning process. I intended to analyse the particular performance of twenty nine students twelve boys and seventeen girls about thirteen or fifteen years old from eight grade in junior high school at Nucleo Pedagógico Integrado (NPI), Aplication School of Federal University of Pará considering their performances and interactions with their classmates and with me during a didactic extension. From a class of demonstration of an electric current conduction in water with salt and an experiment of a non electric conductivity in a solid salt, I chanllenged students explain the chemical event, without studying any theory. They only had to consider the construction of ionic connection definition. The methodology took the following procedures: at first, each student wrote a written explanation. Next, they formed groups spontaneously. And then, they discussed and wrote a consensual explanation. After that, students presented both answers. Then, they formed other groups in order to create and present different explanations. Finally, each student wrote his/her own opinion to the event. I directed their discussions and I only added new information to the event when I perceived the argument was enough. I taped, recorded and made the transcription. I chose seven students from each group in order to make them compare their own written answers to students discussion. They observed that all the students had the same and acceptable explanation to that phenomenon, based on empiric generalizations and theorical terms. All this development happened during an interaction teacher-students, on which prevailed a communicative approach. The students who participated in the discussions actively had the opportunity to argue, to be challenged and redo their explanations. It is important to discuss other manners of teaching, involving students in the development of learning process; to construct a general theorical explanation; to create and evaluate the afective and motivational atmosphere. It means that teacher and students have to be partners in the learning-teaching process. Besides that, I make reflection about the importance of this research to my formation.
Acesso aberto (Open Access)
Interações sociais e o discurso sobre o visível e o invisível em aulas de química
(Universidade Federal do Pará, 2004-05-07) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Our study, starting from interaction and dialogue, aims to understand the elaboration of explanations in chemistry classes, from the point of view of the theoretical and empirical aspects of this knowledge. A teacher and her 26-student-class of a high school first year of a government public school of Belém-Pa participated of the research. A class involving the realization of an experiment about the formation of dust was planned. Four groups of students were formed to carry out the experiment. After observing the experiment, the four groups of students discussed with each other, with the teacher, after that, they discussed with the whole class and the teacher. The dialogues among the groups and with the class were recorded and integrally transcripted. We used microgenetic analysis to study the dialogue of one of the groups without the presence of the teacher, and later with the teacher and the whole class. We identified in the dialogue the sequences from which arose the explanations. In these sequences we used the categories proposed by Mortimer & Scott (2002) to analyze the intentions, the contents, the communicative approach, the interaction patterns and the teacher’s interventions. These analyses made it possible for us to understand and discuss how students elaborate explanations in classes and, in each of them the participation of theoretical and empirical aspects of the chemistry knowledge. Thus, we observed that the explanations which were elaborated by the students took in account knowledge from different origins: empirical observation of the experiment, previous school learning, everyday concepts and the theoretical knowledge shared by the teacher. A dialogical communicative approach was predominant, but, whenever necessary for the elaboration of the explanation to relate the empirical with the theoretical, the communicative approach was predominantly one of authority.
Acesso aberto (Open Access)
Interações sociais em aulas de química: a conservação de alimentos como tema de estudos
(Universidade Federal do Pará, 2005-10-28) PESSOA, Wilton Rabelo; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Besides the increasing interest on science class discursive practices, I consider that we still know a few about significance processes on chemistry classes. This study aimed to analyze, from a historic- cultural approach, the discursive interaction developed by me and my students during a series of Chemistry classes which took place in a state public secondary school located in the outskirts of Belém. My objective was to analyze the process of signification at Chemistry classes from a thematic approach of knowledge, in which I discussed the processes of food conservation as subject of study. For such, I conducted the analysis as a case study, of the performance of three students through their written answers at different times of the activity and their participation in the interactions occurred in the groups. The classes were videotaped and transcribed. I analyzed the discursive interactions microgenetically, trying to evidence the voices involved in the process of signification. The points of view present in the discussion consisted of : a) the voice of empirical observation of the phenomenon; b) the voice of the students previous daily experiences; c) the voice of the students previous school knowledge; d) the voice of the scientific discourse, introduced by me during the interactions. The considering or not of different points of view showed by the students has constituted limits and possibilities to the concept sense elaboration developed during the classes. These results call attention for the importance of teachers adoption of a dialogic interactive communicative approach, giving value to different perspectives explanation and confrontation.
Acesso aberto (Open Access)
Interdisciplinaridade e subjetividade: experiências de ensino vivenciadas por professores egressos do Clube de Ciências da UFPA
(Universidade Federal do Pará, 2017-05-10) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Interdisciplinary science education is still uncommon in our schools, and teacher training opportunities with this perspective are also infrequent. At the UFPA Science Club, trainees of different degrees work in multidisciplinary teams and have opportunities to carry out an interdisciplinary teaching. I was interested in knowing the contribution of this stage to the later pedagogical work of the egress in the school. Inspired by González Rey's Theory of Subjectivity, I investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduates of the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. I carried out a qualitative research, based on Qualitative Epistemology, which conceives the construction of knowledge as a constructive-interpretative process, values the dialogue between the researcher and the participants and legitimizes the production of knowledge from singular cases. I present four case studies of trainee teachers, whose information was obtained through complements of sentences, essay and individual interviews. Despite the uniqueness of the experiences of each trainee, CCIUFPA egress, the results showed that the teachers consider that the science club internship taught to face and overcome difficulties to carry out interdisciplinary projects, extended their knowledge about interdisciplinarity, favored to value the planning of activities , The motivation of junior associates, the contextualization of contents and dialogue in the classroom. They evaluate that the experience in the CCIUFPA contributed to several characteristics of their current practice, and three of the teachers reported having to carry out, with difficulties, an interdisciplinary teaching in the school. These results indicate that, despite the marked differences between the educational contexts, the internship experience in CCIUFPA helps teachers to produce subjective meanings, which allow them to perform, in some circumstances, an interdisciplinary teaching in the school.
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.
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O papel das interações professor-aluno na construção da solução lógico-aritmética otimizada de um jogo com regras
(Universidade Federal do Pará, 2004-02-20) CABRAL, Natanael Freitas; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
In this dissertation, I report my professional inquietudes wich were intrinsically connected this discomfort I noted it is producing in my students, from my teaching pratice. Practing, that in many aspects, necessitated reformulations and adjustaments, in accordance to new times. It was a teaching practice based in the purposes of the modern science, that it intended to describe the relity by deterministic, exact, hierarchized and shared laws. Trying to change my practice, I (re)constructed, in the interaction with my pairs, a proposal of a Mathematics Education laboratory. The activities of this laboratory should provide a fertile environment of verbal interactions, arousing an activa participation of the students in the consturction of the knowledge. With the conviction that I needed to increase the reflection about my teaching job, I (re)constructed a new personal view of science. I supported myself in ideas of some philosophers of science, that come near of a transdisciplinary view and what has been called postmodern science. Whith this new conception, I tried to link the Mathematics Education with the principles of the Historical-Cultural Psychology, in order to appropriate myself of theoretician-methodological instruments to investigate my teaching practice. Thus, I put into practice a microgenetic analysis of my interaction with two students in a typical activity of Mathematics Education laboratory: the apprenticeship of the optimized logical-arithmetic solution of a game with rules, the Nim. I filmed the thirty-six games that I played with studentes until they discovered the opitimized strategy of game and after that, I transcribed them, integrally. The analysis pointed out three moments of the optimized strategy construction: the formulation and (re)formulation of the hypothesis; the selection, apllication and test of hypothesis and the transference of the constructed ratiocination to the formulation of new hypothesis. I observed genetics transitions in all moments and changes in the interactive standards, wich sometimes reflected a communicative boarding prodominantly dialogical (first and third moments) and sometimes they reflected authority (second moment). I perceived how the students, interacting with me, developde the capacity to regulate their own actions to solve up the problem that challenged them.
Acesso aberto (Open Access)
Oportunidades de aprender sobre pesquisa na iniciação científica júnior de uma bolsista no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2011-09-19) SANTOS, Janes Kened Rodrigues dos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
After ascertaining the success of undergraduate research at graduation recently, funding agencies have extended the funding of scholarships for Scientific Initiation Junior (JSI). Although little is known the specifics of the teaching and learning in this context. In this sense, the objective of this dissertation was to conduct a case study, following a dyad guiding-advisee JSI over a year, featuring the main opportunities to learn and produce research on the subjective sense and the nature of scientific activity. The teacher-adviser and elementary school student, participated in the Science Club at the Federal University of Pará and had a research project approved and subsidized financially by the Research Foundation of the State of Pará (FAPESPA).The goal the project was to study the use of natural insecticides to control the proliferation of weevils in the corn. Constitute my data through interviews with the participants, footage of orientation meetings and events attended scientific, technical reports they sent to the journal kept by FAPESPA and scholarship. Triangulating the information obtained, described the main activities of the JSI, taking into account the way they had for the stock. Based on this description, to characterize the main opportunities that the student had to learn or producing a subjective sense of research and science. Identified traces of personal growth and interpersonal relationships, development of skills to read, discuss, argue, reporting, and public speaking, in addition to expanding the knowledge of experimental practice. In this experiment, the stock had the opportunity to spell the scientific knowledge as a collective, and contextual process that implies a problematization of previous knowledge and whose decisions must be justified. However, as the knowledge produced in their research was not sufficiently understood or derived from theoretical models, the experience provided an opportunity to develop the production stock of scientific knowledge in an inductive-empirical perspective.
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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Sentidos subjetivos relacionados à motivação de alunos surdos para participarem do clube do pesquisador mirim do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2014-08-20) RESQUE, Deusa Priscila da Silva; CASANOVA, Marcello Paul; http://lattes.cnpq.br/1747581773154776; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Inspired by González Rey’s Theory of Subjectivity, in this study I searched to investigate the motivation of two deaf to participate in a class of Club Researcher Mirim (CPM) of the Goeldi Museum (MPEG). In this theoretical perspective, the motivation is conceived as a subjective production. Subjectivity, simultaneously social and individual, is studied from a qualitative approach, that values the individual cases, the dialogical and constructiveinterpretative character of the information construction. I conducted research in a context of child scientific initiation, with a class of 12 children and two deaf, in a space of non-formal education where everybody learned Libras. During the academic year 2012, I observed and recorded the 31 meetings of the class. At the end of the year, I conducted interviews with those responsible for the children and with junior researchers listeners, using an audio recorder. I conducted interviews with deaf students in sign language also. These were recorded and later transcribed and analyzed. For the construction of the indicators of deaf motivation I considered the perspectives of family, colleagues and deaf people. From these indicators, I conclude that deaf students are motivated to participate in the CPM. Both showed similar Indicators of interest. They do not want to miss or be late for meetings; want to learn / teach Libras, make friends, learn and continue the CPM while they can; enjoy the activities and physical space. But their subjective senses configurations are different in relation to Libras and sciences learning, their relationships with colleagues and plans for future. Participate in the inclusive class of CPM contributes to the formation of friendships and also for the learning of the deaf, in a different way from what happens in school.

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