Banca de QUALIFICAÇÃO: JANETHE PATRICIA ACUÑA ESCALERA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JANETHE PATRICIA ACUÑA ESCALERA
DATE: 01/11/2022
TIME: 09:00
LOCAL: online
TITLE:

A study on the perspectives of PHCs for Science Teaching: proposal of a model for the teaching of matter and energy for the final years of elementary school

PAGES: 102
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

In this dissertation, we see the possibility of looking into the panorama of the school context having as supports the Historical-Cultural Psychology (PHC) and the Historical-Critical Pedagogy (PHC). Moved by various discomforts, we have the feeling that the organization of pedagogical activity in Science Teaching in Brazil is "upside down", in an allusion to Marx's phrase about the Hegelian dialectic. Marx critically denounces the still idealist foundation of Hegel's dialectic, so that it would be necessary to "turn it around in order to discover the rational core within the mystical envelope". When we rely on the concrete Marxian logic, it is necessary to understand the educational reality in which we are inserted. School education is based on public policies and official documents and, currently, we are in transition from basic education supported by the National Common Curricular Base (BNCC). In this context, our research questions emerge: what are the relationships between this massively constructivist organization of the educational system and what has been called student interest? Is what has been called student motivation (or demotivation) a reflection of the way in which this political project sustains the teaching organization? For the purposes of this dissertation, we support the hypothesis that the teacher's work, which we call teaching activity, should be responsible for organizing the student's learning activity, and not the opposite, which is how we have current school education, in which the student must be the protagonist and, even, must make the choice of curricular units that he/she is interested in studying. From the foundation of Historical-Critical Pedagogy, the understanding is established that the teacher's teaching activity is directly related to the organization of the study activity performed by the student. In view of our objectives and considering our theoretical foundation, we propose one of the possible models for teaching scientific content based on PHCs and Activity Theory, with the purpose of organizing and structuring the teaching activities of Science teachers who teach classes in the end of elementary school.

BANKING MEMBERS:
Presidente - Interno ao Programa - 1315289 - JOSE GUILHERME DE OLIVEIRA BROCKINGTON
Membro Titular - Examinador(a) Externo ao Programa - 280.027.908-71 - LEONARDO ANDRÉ TESTONI - UNIFESP
Membro Titular - Examinador(a) Externo à Instituição - JACQUELINE MEIRELES - UNESP
Membro Suplente - Examinador(a) Interno ao Programa - 2312902 - SOLANGE WAGNER LOCATELLI
Membro Suplente - Examinador(a) Externo à Instituição - CAMILO DE LELLIS SANTOS - UNIFESP