A Dimensão subjetiva da aprendizagem de professores de física nas ações pedagógicas

Abstract

The present research, conducted within the framework of the Subjectivity Theory, Qualitative Epistemology, and Constructive-Interpretative Methodology, aimed to comprehend the subjective configuration of the learning action of two physics teachers in the early years of their professional practice. It posits the thesis that teachers, in the initial years of their professional engagement, draw upon subjective, relational, and operational resources developed in prior moments while also developing new resources as they learn to confront current challenges. The investigation took place in a private school in Belém/PA, and instruments employed for engaging in dialogue with the two teachers included observations, questionnaires, sentence completions, essays, and informal conversations. Based on the gathered information, indicators and hypotheses were constructed regarding the subjective meanings produced in the teachers' life history, those associated with the social subjectivity of the school and other training contexts, and the subjective meanings produced during pedagogical action. The hypotheses facilitated the construction of a theoretical model, encompassing the tension caused by the onset of professional engagement and the pandemic; the need to develop subjective, relational, and operational resources to cope with the new demands of remote teaching; the occurrence of necessary learning to produce teaching that motivates students and facilitates their learning, for which subjective, relational, and operational resources developed during the initial training years, especially in internships, were mobilized; as well as the emergence of subjective development configuration resulting from subjective productions related to the master's degree and professional practice, leading to different professional decisions for the two teachers.