Dialógica da inovação
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/10411 |
Resumo: | For an innovation capable of transforming education, it is necessary to reform thinking. In addition to centering on the pillars “learning to know; learn to do; learn to be; learn to live together”, according Delors (p.30, 2010), it is necessary to be aware about of the complexity of the world and recognize that innovate is not creating something unprecedented, but rather generating changes in a conceived system .Assuming such assumptions, this case study was dedicated to the diagnosis of possible epistemological limitations for a paradigmatic innovation in the teaching of Nature Sciences, from dimensions built based on the conceptions of teachers and future teachers, from two universities from Rio Grande do Sul. The results corroborating with state of art studies about the concept of innovation, demonstrating that the polysemic scenario of innovation is persistent. A differentiated pattern was also identified between the action of innovate and the object (innovative teaching). As we consider the meaning of the action innovate, the subjects demonstrated, although minimally, proximity with parameters of a paradigmatic education. Nevertheless, when approaching teaching in the totality, the subjects do not identify themselves as transforming agents in the innovation process. In this scenario, following ideas were identified: deep reform (change in the view of Science); Digital Culture (insertion of digital culture in school culture) and The Method (motivator for content), as opposed to Educational Reform (derived from public policies), Digital Culture (as a sign, insertion of technology in the school environment) and The Method (keep the initial meaning). It is concluded that the epistemological conception around the method, from its structures that maintain a reproductive educational vision, represents a possible epistemological obstacle for a paradigmatic innovation. Although the desire for results and performance is not abandoned, around content-based learning, the concepts of innovation demonstrate that they understand the need to know students' ideas, even if on a “small scale”, with the teacher as a mediator in the processes. It is suggested that, in this scenario, universities are dedicated to understanding the obstacle and analyzing structures that prevent paradigmatic innovation, rethinking their curriculum, their methodologies and culture of innovation in the teaching of Nature Sciences. |
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Harres, João Batista SiqueiraRodrigues, Talissa Cristini Tavares2022-08-30T19:13:35Z2021-08-30https://tede2.pucrs.br/tede2/handle/tede/10411For an innovation capable of transforming education, it is necessary to reform thinking. In addition to centering on the pillars “learning to know; learn to do; learn to be; learn to live together”, according Delors (p.30, 2010), it is necessary to be aware about of the complexity of the world and recognize that innovate is not creating something unprecedented, but rather generating changes in a conceived system .Assuming such assumptions, this case study was dedicated to the diagnosis of possible epistemological limitations for a paradigmatic innovation in the teaching of Nature Sciences, from dimensions built based on the conceptions of teachers and future teachers, from two universities from Rio Grande do Sul. The results corroborating with state of art studies about the concept of innovation, demonstrating that the polysemic scenario of innovation is persistent. A differentiated pattern was also identified between the action of innovate and the object (innovative teaching). As we consider the meaning of the action innovate, the subjects demonstrated, although minimally, proximity with parameters of a paradigmatic education. Nevertheless, when approaching teaching in the totality, the subjects do not identify themselves as transforming agents in the innovation process. In this scenario, following ideas were identified: deep reform (change in the view of Science); Digital Culture (insertion of digital culture in school culture) and The Method (motivator for content), as opposed to Educational Reform (derived from public policies), Digital Culture (as a sign, insertion of technology in the school environment) and The Method (keep the initial meaning). It is concluded that the epistemological conception around the method, from its structures that maintain a reproductive educational vision, represents a possible epistemological obstacle for a paradigmatic innovation. Although the desire for results and performance is not abandoned, around content-based learning, the concepts of innovation demonstrate that they understand the need to know students' ideas, even if on a “small scale”, with the teacher as a mediator in the processes. It is suggested that, in this scenario, universities are dedicated to understanding the obstacle and analyzing structures that prevent paradigmatic innovation, rethinking their curriculum, their methodologies and culture of innovation in the teaching of Nature Sciences.Para uma inovação capaz de transformar a educação se faz necessário uma reforma no pensamento. Além de centrar-se nos pilares “aprender a conhecer; aprender a fazer; aprender a ser; aprender a conviver” conforme Delors (p.30, 2010), é preciso estar consciente da complexidade do mundo e reconhecer que inovar não é criar algo inédito, mas sim, gerar mudanças em um sistema concebido. Assumindo tais pressupostos, este estudo de caso se dedicou ao diagnóstico das possíveis limitações epistemológicas para a inovação paradigmática no ensino de Ciências da natureza, a partir de dimensões construídas com base nas concepções de professores e futuros professores, de duas universidades do Rio Grande do Sul. Os resultados corroboram estudos da arte em torno do conceito da inovação, demonstrando que o cenário polissêmico da inovação é persistente. Identificou-se ainda, um padrão diferenciado entre a ação inovar e o objeto (ensino inovador). Ao considerar o significado da ação inovar, os sujeitos demonstraram, ainda que minimamente, uma proximidade em torno dos parâmetros de uma inovação paradigmática. Porém, ao abordar o ensino na sua totalidade, os sujeitos não se identificam como agentes transformadores do processo de inovação. Nesse cenário, foram identificadas ideias como: reforma profunda (mudança na visão de Ciência); Cultura Digital (inserção da cultura digital na cultura escolar) e O Método (motivador para os conteúdos), em contraposição a Reforma Educacional (oriundas de políticas públicas), Cultura Digital (enquanto signo, inserção de tecnologia no ambiente escolar) e O Método (mantendo significado inicial). Conclui-se que a concepção epistemológica em torno do método, a partir de suas estruturas que conservam uma visão educacional reprodutivista, representa um possível obstáculo epistemológico para uma inovação paradigmática. Embora não se abandone o desejo por resultados e rendimento, em torno de um aprendizado baseado em conteúdos, as concepções de inovação demonstram compreender a necessidade de conhecer ideias dos estudantes, ainda que em “baixa escala”, tendo o professor como mediador nos processos. Sugere-se que nesse cenário as universidades se dediquem à compreensão desse obstáculo e à análise das estruturas que impedem a inovação paradigmática, repensando seus currículos, suas metodologias e a cultura da inovação no ensino de Ciências da Natureza.Submitted by PPG Educação em Ciências e Matemática (educempg@pucrs.br) on 2022-08-29T14:18:37Z No. of bitstreams: 1 Dialógica da Inovação(TalissaRodrigues)EDUCEM.pdf: 2867960 bytes, checksum: bdaf7996d8ffd3405c4e1f3bcd6736a4 (MD5)Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2022-08-30T19:08:40Z (GMT) No. of bitstreams: 1 Dialógica da Inovação(TalissaRodrigues)EDUCEM.pdf: 2867960 bytes, checksum: bdaf7996d8ffd3405c4e1f3bcd6736a4 (MD5)Made available in DSpace on 2022-08-30T19:13:35Z (GMT). No. of bitstreams: 1 Dialógica da Inovação(TalissaRodrigues)EDUCEM.pdf: 2867960 bytes, checksum: bdaf7996d8ffd3405c4e1f3bcd6736a4 (MD5) Previous issue date: 2021-08-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttps://tede2.pucrs.br/tede2/retrieve/185152/Dial%c3%b3gica%20da%20Inova%c3%a7%c3%a3o%28TalissaRodrigues%29EDUCEM.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola PolitécnicaInovação no Ensino de Ciências da NaturezaObstáculo EpistemológicoInovação ParadigmáticaInnovation in Sciences EducationEpistemological ObstacleParadigmatic InnovationCIENCIAS HUMANAS: ENSINODialógica da inovaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação61853240251010026105006003590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDialógica da Inovação(TalissaRodrigues)EDUCEM.pdf.jpgDialógica da Inovação(TalissaRodrigues)EDUCEM.pdf.jpgimage/jpeg5417https://tede2.pucrs.br/tede2/bitstream/tede/10411/4/Dial%C3%B3gica+da+Inova%C3%A7%C3%A3o%28TalissaRodrigues%29EDUCEM.pdf.jpg306f9eedf921152a862286d5aefff307MD54TEXTDialógica da Inovação(TalissaRodrigues)EDUCEM.pdf.txtDialógica da Inovação(TalissaRodrigues)EDUCEM.pdf.txttext/plain382317https://tede2.pucrs.br/tede2/bitstream/tede/10411/3/Dial%C3%B3gica+da+Inova%C3%A7%C3%A3o%28TalissaRodrigues%29EDUCEM.pdf.txt3323e06e74a2502096dfde13af119be0MD53ORIGINALDialógica da Inovação(TalissaRodrigues)EDUCEM.pdfDialógica da Inovação(TalissaRodrigues)EDUCEM.pdfapplication/pdf2867960https://tede2.pucrs.br/tede2/bitstream/tede/10411/2/Dial%C3%B3gica+da+Inova%C3%A7%C3%A3o%28TalissaRodrigues%29EDUCEM.pdfbdaf7996d8ffd3405c4e1f3bcd6736a4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590https://tede2.pucrs.br/tede2/bitstream/tede/10411/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/104112022-08-30 20:00:19.766oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2022-08-30T23:00:19Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Dialógica da inovação |
title |
Dialógica da inovação |
spellingShingle |
Dialógica da inovação Rodrigues, Talissa Cristini Tavares Inovação no Ensino de Ciências da Natureza Obstáculo Epistemológico Inovação Paradigmática Innovation in Sciences Education Epistemological Obstacle Paradigmatic Innovation CIENCIAS HUMANAS: ENSINO |
title_short |
Dialógica da inovação |
title_full |
Dialógica da inovação |
title_fullStr |
Dialógica da inovação |
title_full_unstemmed |
Dialógica da inovação |
title_sort |
Dialógica da inovação |
author |
Rodrigues, Talissa Cristini Tavares |
author_facet |
Rodrigues, Talissa Cristini Tavares |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Harres, João Batista Siqueira |
dc.contributor.author.fl_str_mv |
Rodrigues, Talissa Cristini Tavares |
contributor_str_mv |
Harres, João Batista Siqueira |
dc.subject.por.fl_str_mv |
Inovação no Ensino de Ciências da Natureza Obstáculo Epistemológico Inovação Paradigmática |
topic |
Inovação no Ensino de Ciências da Natureza Obstáculo Epistemológico Inovação Paradigmática Innovation in Sciences Education Epistemological Obstacle Paradigmatic Innovation CIENCIAS HUMANAS: ENSINO |
dc.subject.eng.fl_str_mv |
Innovation in Sciences Education Epistemological Obstacle Paradigmatic Innovation |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS: ENSINO |
description |
For an innovation capable of transforming education, it is necessary to reform thinking. In addition to centering on the pillars “learning to know; learn to do; learn to be; learn to live together”, according Delors (p.30, 2010), it is necessary to be aware about of the complexity of the world and recognize that innovate is not creating something unprecedented, but rather generating changes in a conceived system .Assuming such assumptions, this case study was dedicated to the diagnosis of possible epistemological limitations for a paradigmatic innovation in the teaching of Nature Sciences, from dimensions built based on the conceptions of teachers and future teachers, from two universities from Rio Grande do Sul. The results corroborating with state of art studies about the concept of innovation, demonstrating that the polysemic scenario of innovation is persistent. A differentiated pattern was also identified between the action of innovate and the object (innovative teaching). As we consider the meaning of the action innovate, the subjects demonstrated, although minimally, proximity with parameters of a paradigmatic education. Nevertheless, when approaching teaching in the totality, the subjects do not identify themselves as transforming agents in the innovation process. In this scenario, following ideas were identified: deep reform (change in the view of Science); Digital Culture (insertion of digital culture in school culture) and The Method (motivator for content), as opposed to Educational Reform (derived from public policies), Digital Culture (as a sign, insertion of technology in the school environment) and The Method (keep the initial meaning). It is concluded that the epistemological conception around the method, from its structures that maintain a reproductive educational vision, represents a possible epistemological obstacle for a paradigmatic innovation. Although the desire for results and performance is not abandoned, around content-based learning, the concepts of innovation demonstrate that they understand the need to know students' ideas, even if on a “small scale”, with the teacher as a mediator in the processes. It is suggested that, in this scenario, universities are dedicated to understanding the obstacle and analyzing structures that prevent paradigmatic innovation, rethinking their curriculum, their methodologies and culture of innovation in the teaching of Nature Sciences. |
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2021 |
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