Navegando por Assunto "Theory of subjectivity"

Agora exibindo 1 - 3 de 3

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)
Os processos imaginativos e a aprendizagem de ciências no contexto de práticas investigativas: o estudo de caso de Pietro
(Universidade Federal do Pará, 2021-05-27) NASCIMENTO, Maridalva Costa; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study presents as a central theme the imaginative processes of a student in a context of investigative practices. It is a qualitative research of the case study type. It assumes the imagination as the production of subjective senses, which can be present in all human psychic processes, when configurated subjectively, being essential for creative productions. Its general objective is to understand how imagination, as a subjective production, participates in the student teaching-learning process in investigative science actions. This meant interpreting the subjective configuration of the student's learning action. González Rey's Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretive method developed by the same author were used as theoretical support. For the construction of information, the following instruments were used, as research resources: completion of sentences, production of texts, drawings, video recordings, informal conversations, investigative activities and interviews. The participant's expressions allowed the construction of subjective sense indicators and the development of hypotheses about his subjective configuration of the action of learning. Thus, the interpretation performed indicated that they participate in their subjective configuration of the action of learning, nuclei of subjective meanings, associated with: the participation of parents in their studies; to his uninhibited, participative, curious, responsible posture, and who is not afraid to express himself; to the desire to ascend in his life. The results also signaled that valuing the student's imagination creates conditions for reflections, positions, questions and for curiosity. This is facilitated in investigative practices, which the student does not receive the knowledge, but must think about how to solve problems. In this context, imagination is present in the formulation and testing of hypotheses, in the interpretation of results, and in the formulation of new questions, which emerge as production of the current moment, in the interaction with the teacher and colleagues, related to the subjectivation of previous experiences. In that way, investigative practices should constitute a pedagogical resource to overcome teaching by transmission.