O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/41954 |
Resumo: | This research aims to discuss the extent to which the planning meetings of the Digitmed Program (PD), in their search for curricular decapsulation (Engeström, 2002; Liberali, 2019b, 2020b), that is, for bringing school practice closer to the life we live (Marx; Engels, 1845- 46/2006; Freire, 1970), reveal and challenge notions of knowledge/language and disciplinary segmentation. Based on the Theory of Socio-Historical-Cultural Activity (TASHC), I initially reflect on my professional career and the different conceptions of language and knowledge involved in it and how they moved me to investigate these concepts in the practices experienced in PD. Seeking to answer how the notion of school decapsulation was defined and pursued in the PD, I describe how it was organized and transformed throughout its history and analyze how the works produced from it understood the idea of school decapsulation (Engeström, 2002; Liberali, 2019b/2020b). Next, I define decapsulation from the holistic and complex perspective of human activity as the basis for the historical production of knowledge and language. In this sense, I consider the division of the curriculum into disciplines as a trace of coloniality and encapsulation (Quijano, 2005; Mignolo, 2017) and I defend the non-segmentation of knowledge as a decolonial and decapsulation movement, with human activity - integral, multisensory, contradictory and complex - as a microcosm of investigation. In an INdisciplinary way (Moita Lopes, 2006), I seek to base the non-fragmentation of knowledge on authors who questioned it from different fields of investigation, such as Paulo Freire (1978, 2011), Antônio Bispo dos Santos (2023) and David Bohm (2001). Based on an expanded view of language, as proposed in the perspective of Multiliteracies (The New London Group, 1996), I discuss knowledge as a typically human language, since it is the result of historical processes of meaning, of production of symbolic contents about the reality socially and culturally experienced. Considering other movements designed to overcome disciplinary fragmentation, I briefly discuss the efforts and limitations of multidisciplinary, interdisciplinary, transdisciplinary and INdisciplinary conceptions. I then point to supradisciplinarity as a possibility of understanding the holistic, complex, and unstable nature of knowledge/language, since it is produced in human activity. I then propose that human activity be the starting point of a truly integral education. Inserted in the theoretical-methodological perspective of Critical Collaboration Research (PCCol) (Magalhães, 2014), this research examined how the discussions that took place in planning meetings led to overcoming the coloniality of knowledge (Mignolo, 2017). The analysis sought to identify the conceptions of knowledge/language guided during the meetings as well as movements to decapsulate these notions. It revealed the contradictions (Marx; Engels, 1845- 46/2006; Magalhães, 2014) carried out by the PD teacher researchers. It thus made it possible to investigate the extent to which the experiences of these participants contributed to their sensitive understanding of the real problems experienced by society and their articulation with historically constructed knowledge and, from this, generate categories of analysis that point to conceptions and attitudes that decapsulate or reproduce a colonial structure. Furthermore, it illuminated PD as a locus of critical-collaborative training for these researcher-teachers |
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Liberali, Fernanda Coelhohttp://lattes.cnpq.br/0046483605366023http://lattes.cnpq.br/0816590919733241Meaney, Maria Cristina2024-06-21T12:50:28Z2024-06-21T12:50:28Z2024-05-17Meaney, Maria Cristina. O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores. 2024. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024.https://repositorio.pucsp.br/jspui/handle/handle/41954This research aims to discuss the extent to which the planning meetings of the Digitmed Program (PD), in their search for curricular decapsulation (Engeström, 2002; Liberali, 2019b, 2020b), that is, for bringing school practice closer to the life we live (Marx; Engels, 1845- 46/2006; Freire, 1970), reveal and challenge notions of knowledge/language and disciplinary segmentation. Based on the Theory of Socio-Historical-Cultural Activity (TASHC), I initially reflect on my professional career and the different conceptions of language and knowledge involved in it and how they moved me to investigate these concepts in the practices experienced in PD. Seeking to answer how the notion of school decapsulation was defined and pursued in the PD, I describe how it was organized and transformed throughout its history and analyze how the works produced from it understood the idea of school decapsulation (Engeström, 2002; Liberali, 2019b/2020b). Next, I define decapsulation from the holistic and complex perspective of human activity as the basis for the historical production of knowledge and language. In this sense, I consider the division of the curriculum into disciplines as a trace of coloniality and encapsulation (Quijano, 2005; Mignolo, 2017) and I defend the non-segmentation of knowledge as a decolonial and decapsulation movement, with human activity - integral, multisensory, contradictory and complex - as a microcosm of investigation. In an INdisciplinary way (Moita Lopes, 2006), I seek to base the non-fragmentation of knowledge on authors who questioned it from different fields of investigation, such as Paulo Freire (1978, 2011), Antônio Bispo dos Santos (2023) and David Bohm (2001). Based on an expanded view of language, as proposed in the perspective of Multiliteracies (The New London Group, 1996), I discuss knowledge as a typically human language, since it is the result of historical processes of meaning, of production of symbolic contents about the reality socially and culturally experienced. Considering other movements designed to overcome disciplinary fragmentation, I briefly discuss the efforts and limitations of multidisciplinary, interdisciplinary, transdisciplinary and INdisciplinary conceptions. I then point to supradisciplinarity as a possibility of understanding the holistic, complex, and unstable nature of knowledge/language, since it is produced in human activity. I then propose that human activity be the starting point of a truly integral education. Inserted in the theoretical-methodological perspective of Critical Collaboration Research (PCCol) (Magalhães, 2014), this research examined how the discussions that took place in planning meetings led to overcoming the coloniality of knowledge (Mignolo, 2017). The analysis sought to identify the conceptions of knowledge/language guided during the meetings as well as movements to decapsulate these notions. It revealed the contradictions (Marx; Engels, 1845- 46/2006; Magalhães, 2014) carried out by the PD teacher researchers. It thus made it possible to investigate the extent to which the experiences of these participants contributed to their sensitive understanding of the real problems experienced by society and their articulation with historically constructed knowledge and, from this, generate categories of analysis that point to conceptions and attitudes that decapsulate or reproduce a colonial structure. Furthermore, it illuminated PD as a locus of critical-collaborative training for these researcher-teachersEsta pesquisa tem por objetivo discutir até que ponto os encontros de planejamento do Programa Digitmed (PD), em sua busca pela desencapsulação curricular (Engeström, 2002; Liberali, 2019b/2020b), ou seja, por aproximar a prática escolar da vida que se vive (Marx; Engels, 1845- 46/2006; Freire, 1970), revelam e desafiam noções de conhecimento/linguagem e segmentação disciplinar. Embasada na Teoria da Atividade Sócio-Histórico-Cultural (TASHC), reflito inicialmente sobre meu percurso profissional e as diferentes concepções de linguagem e conhecimento implicadas nele e como me moveram a investigar esses conceitos nas práticas vividas no PD. Buscando responder como a noção de desencapsulação escolar foi definida e perseguida no PD, descrevo como se organizou e se transformou ao longo de sua história e analiso como os trabalhos produzidos a partir dele compreenderam a ideia de desencapsulação escolar (Engeström, 2002; Liberali, 2019b e 2020b). À continuação, defino desencapsulação a partir da perspectiva holística e complexa da atividade humana como base para a produção histórica de conhecimento e de linguagem. Nesse sentido, considero como um traço de colonialidade e de encapsulação a divisão do currículo em disciplinas (Quijano, 2005; Mignolo, 2017) e defendo a não segmentação do conhecimento como movimento decolonial e de desencapsulação, tendo a atividade humana - integral, multissensorial, contraditória e complexa - como microcosmo de investigação. De modo indisciplinar (Moita Lopes, 2006), busco fundamentar a não fragmentação do conhecimento em autores que a questionaram a partir de diferentes campos de investigação, como Paulo Freire (1970, 2011), Antônio Bispo dos Santos (2023) e David Bohm (2001). Embasada em uma visão ampliada de linguagem, como proposta na perspectiva dos Multiletramentos (The New London Group, 1996), discuto o conhecimento como linguagem tipicamente humana, já que é fruto de processos históricos de significação, de produção de conteúdos simbólicos acerca da realidade vivenciada social e culturalmente. Considerando outros movimentos de superação da fragmentação disciplinar, discuto brevemente os esforços e as limitações das concepções multidisciplinar, interdisciplinar, transdisciplinar e indisciplinar. Aponto, então, a supradisciplinaridade como possibilidade de compreensão da natureza holística, complexa e instável do conhecimento/linguagem, já que este se produz a partir da atividade humana, e proponho esta última como ponto de partida para uma educação verdadeiramente integral. Inserida na perspectiva teórico-metodológica da Pesquisa Crítica de Colaboração (PCCol) (Magalhães, 2014), esta pesquisa examinou como as discussões ocorridas nos encontros de planejamento ensejavam a superação da colonialidade do saber (Mignolo, 2017). A análise procurou identificar as concepções de conhecimento/linguagem pautadas durante os encontros assim como movimentos de desencapsulação dessas noções e revelou as contradições (Marx; Engels, 1845-46/2006; Magalhães, 2014) protagonizadas pelos pesquisadores professores do PD. Possibilitou, assim, investigar até que ponto as vivências desses participantes colaboraram para sua compreensão sensível dos problemas reais vivenciados pela sociedade e sua articulação aos conhecimentos construídos historicamente e, a partir disso, gerar categorias de análise que apontam para concepções e atitudes desencapsuladoras ou reprodutoras de uma estrutura colonial. Além disso, iluminou o PD como um lócus de formação crítico-colaborativa para esses pesquisadores-professoresCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Pós-Graduação em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADADesencapsulaçãoAtividade humanaConhecimentoLinguagemSupradisciplinaridadeDecapsulationHuman activityKnowledgeLanguageSupradisciplinarityO Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professoresThe Digitmed Program and supradisciplinary knowledge in the training of researcher-teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALMARIA CRISTINA MEANEY.pdfapplication/pdf1399921https://repositorio.pucsp.br/xmlui/bitstream/handle/41954/1/MARIA%20CRISTINA%20MEANEY.pdfca0502465a2460a53f5af9f0c5559870MD51TEXTMARIA CRISTINA MEANEY.pdf.txtMARIA CRISTINA MEANEY.pdf.txtExtracted texttext/plain325573https://repositorio.pucsp.br/xmlui/bitstream/handle/41954/2/MARIA%20CRISTINA%20MEANEY.pdf.txt4b0786d49b1007f1e786145f14d11140MD52THUMBNAILMARIA CRISTINA MEANEY.pdf.jpgMARIA CRISTINA MEANEY.pdf.jpgGenerated Thumbnailimage/jpeg1252https://repositorio.pucsp.br/xmlui/bitstream/handle/41954/3/MARIA%20CRISTINA%20MEANEY.pdf.jpg571d3d0902a6c9ab3574d2826cd45d41MD53handle/419542024-06-22 01:02:51.996oai:repositorio.pucsp.br:handle/41954Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2024-06-22T04:02:51Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
dc.title.alternative.en_US.fl_str_mv |
The Digitmed Program and supradisciplinary knowledge in the training of researcher-teachers |
title |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
spellingShingle |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores Meaney, Maria Cristina CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA Desencapsulação Atividade humana Conhecimento Linguagem Supradisciplinaridade Decapsulation Human activity Knowledge Language Supradisciplinarity |
title_short |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
title_full |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
title_fullStr |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
title_full_unstemmed |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
title_sort |
O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores |
author |
Meaney, Maria Cristina |
author_facet |
Meaney, Maria Cristina |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Liberali, Fernanda Coelho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0046483605366023 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0816590919733241 |
dc.contributor.author.fl_str_mv |
Meaney, Maria Cristina |
contributor_str_mv |
Liberali, Fernanda Coelho |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
topic |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA Desencapsulação Atividade humana Conhecimento Linguagem Supradisciplinaridade Decapsulation Human activity Knowledge Language Supradisciplinarity |
dc.subject.por.fl_str_mv |
Desencapsulação Atividade humana Conhecimento Linguagem Supradisciplinaridade |
dc.subject.eng.fl_str_mv |
Decapsulation Human activity Knowledge Language Supradisciplinarity |
description |
This research aims to discuss the extent to which the planning meetings of the Digitmed Program (PD), in their search for curricular decapsulation (Engeström, 2002; Liberali, 2019b, 2020b), that is, for bringing school practice closer to the life we live (Marx; Engels, 1845- 46/2006; Freire, 1970), reveal and challenge notions of knowledge/language and disciplinary segmentation. Based on the Theory of Socio-Historical-Cultural Activity (TASHC), I initially reflect on my professional career and the different conceptions of language and knowledge involved in it and how they moved me to investigate these concepts in the practices experienced in PD. Seeking to answer how the notion of school decapsulation was defined and pursued in the PD, I describe how it was organized and transformed throughout its history and analyze how the works produced from it understood the idea of school decapsulation (Engeström, 2002; Liberali, 2019b/2020b). Next, I define decapsulation from the holistic and complex perspective of human activity as the basis for the historical production of knowledge and language. In this sense, I consider the division of the curriculum into disciplines as a trace of coloniality and encapsulation (Quijano, 2005; Mignolo, 2017) and I defend the non-segmentation of knowledge as a decolonial and decapsulation movement, with human activity - integral, multisensory, contradictory and complex - as a microcosm of investigation. In an INdisciplinary way (Moita Lopes, 2006), I seek to base the non-fragmentation of knowledge on authors who questioned it from different fields of investigation, such as Paulo Freire (1978, 2011), Antônio Bispo dos Santos (2023) and David Bohm (2001). Based on an expanded view of language, as proposed in the perspective of Multiliteracies (The New London Group, 1996), I discuss knowledge as a typically human language, since it is the result of historical processes of meaning, of production of symbolic contents about the reality socially and culturally experienced. Considering other movements designed to overcome disciplinary fragmentation, I briefly discuss the efforts and limitations of multidisciplinary, interdisciplinary, transdisciplinary and INdisciplinary conceptions. I then point to supradisciplinarity as a possibility of understanding the holistic, complex, and unstable nature of knowledge/language, since it is produced in human activity. I then propose that human activity be the starting point of a truly integral education. Inserted in the theoretical-methodological perspective of Critical Collaboration Research (PCCol) (Magalhães, 2014), this research examined how the discussions that took place in planning meetings led to overcoming the coloniality of knowledge (Mignolo, 2017). The analysis sought to identify the conceptions of knowledge/language guided during the meetings as well as movements to decapsulate these notions. It revealed the contradictions (Marx; Engels, 1845- 46/2006; Magalhães, 2014) carried out by the PD teacher researchers. It thus made it possible to investigate the extent to which the experiences of these participants contributed to their sensitive understanding of the real problems experienced by society and their articulation with historically constructed knowledge and, from this, generate categories of analysis that point to conceptions and attitudes that decapsulate or reproduce a colonial structure. Furthermore, it illuminated PD as a locus of critical-collaborative training for these researcher-teachers |
publishDate |
2024 |
dc.date.accessioned.fl_str_mv |
2024-06-21T12:50:28Z |
dc.date.available.fl_str_mv |
2024-06-21T12:50:28Z |
dc.date.issued.fl_str_mv |
2024-05-17 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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dc.identifier.citation.fl_str_mv |
Meaney, Maria Cristina. O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores. 2024. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/41954 |
identifier_str_mv |
Meaney, Maria Cristina. O Programa Digitmed e o conhecimento supradisciplinar na formação de pesquisadores-professores. 2024. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024. |
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https://repositorio.pucsp.br/jspui/handle/handle/41954 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem |
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PUC-SP |
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Brasil |
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Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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