STHEAM: narrativas de experiências (trans)formadoras na sala de aula no século XXI

• Autor(a) principal: Lima, Fabiana Anhas Barbosa
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/2226
• topic: STHEAM; reflexão; educação contemporânea; narrativas; experiências; autoria; colaboração; formação.; STHEAM; reflection; contemporary education; narratives; experiences; authorship; collaboration; training.; CIENCIAS HUMANAS::EDUCACAO

The school occupies a central position in the development of knowledge, group coexistence and citizenship. The research emerges from experiences developed by teachers, students and management team, carried out due to concerns raised by the contemporary classroom in partnership with the Methodist University of São Paulo through the research group GENTE (Group of Studies and Narratives with the use of Technology in Education). The guiding question is: "what emerges when teachers, students and educational managers, with pedagogically differentiated work, reflect on their (trans)formative experiences and how they re-signify the role of the school (learning) to meet the demands of the 21st century? The research aims to know the principles and fundamentals of STHEAM (Science, Technology, Humanities, Engineering, Arts and Mathematics) adapted to the Brazilian reality, of learning by purposes, which lead to reflection, emancipation, action and intervention in reality. I meet experiences carried out by projects in different school stages, in a transdisciplinary way, based on significant problems in real contexts. The implications and involvement with the object of study have strengthened and grounded the methodological choice for qualitative research, autobiographical narrative approach, from the propositions of Clandinin and Connelly (2011), Josso (2010) and Passeggi, Vicentini and Souza (2013), structured by the voices of participants from public and private schools of Basic Education, intertwined with the theoretical contribution of Dewey (1959), Larrosa (2002), Freire (2002), Moran (2017), Bacich and Holland (2020). The research and data collection were carried out by hybrid method, through individual, collective and digital face-to-face meetings, with the offer of an extension course, organized in reflective and formative movements, for the recognition of trajectories, dialogue about concepts and conceptions about practices. The development of the research implies, in identifying the articulation of the sociological and pedagogical dimensions within the same project, through reflection, recognition of historical and temporal aspects of the 21st century, especially the functional and pragmatic dimension of the hegemonies that the modern world and capitalism establish, promoting influences in Education. From this perspective, it demonstrates how the relationships of the actors (students, teachers and managers) are constituted in the contemporary school, confronting social meanings and dualities in search of denaturalization of certainties and conscious participation in the resulting transformation. Finally, it presents authorial experiences that reveal ways of doing and the importance of the process in learning journeys through the development of projects. The results indicate the development of recurrent stages in the experiences, systematized through the proposition of a STHEAM itinerancy notebook. Based on the results, I defend the need for the organization of a Formative Project, from the organization that goes through the concept of experience as a driving force in interaction with the triad: reflection, authorship and collaboration, as a set of fundamental actions that expand the references for teaching, learning and for the creation of a favorable environment for the development of the socio-educational demands of this century.(AU)