Navegando por Assunto "Communicative action"

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Ensino das questões socioambientais amazônicas: mediações do agir comunicativo na visibilização de um mundo da vida colonizado
(Universidade Federal do Pará, 2022-02-16) SIQUEIRA, Ivone dos Santos; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
In this investigation, in the light of Jürgen Habermas's Theory of Communicative Action and Paulo Freire’s Dialogic Action, I present a critical understanding of the socio-environmental issues, mediated by communicative and dialogic action in the development of a research-training with students of the Integrated Degree Course in Sciences, Mathematics and Languages, of the Universidade Federal do Pará. This study is based on qualitative research, on the assumptions of researchtraining (JOSSO, 2004). The audios, notes and other records generated during the classes compose the collected information, which were treated in the light of the Content Analysis, in Bardin’s terms (2009). In the didactic thematization of deforestation, mining and agribusiness, I use dialogical methodologies for reading and discussing texts, in order to present the split parts, in the pursuit of retotalling of the parts, for the visualization of the different aspects related to the theme. With this dynamic, through intersubjective interactions between participants, I enable the perception of the action of systemic imperatives in the colonization of the world of Amazonian life as an opponent of environmental balance. In the pedagogical action, the dialogic methodologies made it possible to work on the thematization of socioenvironmental issues in the classroom in an interactive way, in the achievement of the intersubjective understanding, from the perspective of communicative rationality. The didactic thematization mediated by communicative action led students to a critical understanding of the Amazon reality, when reflecting on the relationship between society and nature. In this sense, the use of dialogic methodologies in the didactic thematization of socio-environmental issues has triggered teaching and learning processes in the pedagogical action as communicative action, as it has made it possible to coordinate intersubjective interactions for mutual understanding, in the perception of the systemic agents that colonize the world of Amazonian life and provoke environmental impacts, appropriation/violence and social inequalities in their material base, causing homogenization of the spaces where these agents are installed.