DIDACTIC-FORMATIVE EXPERIMENT, STUDY ACTIVITY AND THE FORMATION OF THE CONCEPT OF CHRONICLE: THE CASE OF JÚLIA

• Autor(a) principal: Helbel, Dioneia Foschiani
• Data de Publicação: 2022
• Outros Autores: Miller, Stela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/12468
• topic: Educação; Experimento formativo; Atividade de estudo; Pensamento teórico; Conceito de crônica; Atividade de estudo; Education; Didactic-formative experiment; Learning activity; Theoretical thinking; Concept of chronicle

This article discusses the relationship between the development of theoretical thinking, learning activity and qualitative transformations that can occur in the student’s psyche, aiming to discuss the specific case of a student, during a didactic-formative experiment, whose central point was a learning activity for the creation of statements of the chronicle genre, which aimed to understand how the student has become an author in this process. The experiment, carried out with 36 students from the Technical Forestry course at the Instituto Federal de Rondônia Campus Ji-Paraná/RO, had as a guiding question knowing what qualitative changes took place in the student during the process of producing the chronicle statement. It was initially developed inside the classroom with the presence of the teacher and students (October/November 2019). In 2020, due to the pandemic, it started to be developed remotely and extended between May 2020 and March 2021, using digital technologies (Google Meet and WhatsApp). In this article, a clipping of this experiment is made to present Júlia’s trajectory, initially marked by some lack of interest, lack of motivation and difficulty in dealing with theoretical thinking. The results indicate that, as a subject in the learning activity, the student appropriated the concept of chronicle statement, started to constitute a personal meaning for writing and to use the chronicles as an instrument of her creative and transforming social action. Júlia’s case, like the other subjects of the investigation carried out, demonstrates that the teaching-learning process, organized by means of learning activity, creates conditions for qualitative transformations in the students’ psyche.