Navegando por Assunto "Subjective senses"

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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.
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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.