Sentidos subjetivos de sustentabilidade e sua docência para professores em formação
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5191 |
Resumo: | The sustenance of life demands of us a society guided by responsibility. From the standpoint of educational, requires a critical training, committed socially and culturally with a viable future for nature and society, providing new references to the moral and ethical reflection. The commitment to this social construction is done by concrete historical subjects, implicated in a permanent process of subjectivation. Are individuals who are committed to what affects them, from their social relationships, mediated by broad principles, judgments and moral values. The concept of subjective sense helps to understand the complexity of this issue and its implications for a reflective, creative and investigative teaching, as it refers to the dynamic symbolic-emotional system of the subject, made up of different social spaces, tensioned by their previous experiences. Thus, I argue that (future) teachers are building, permanently, subjectives senses of sustainability, because the theme interweaves their stories at the social and personal level, involving social values and commitments, which are affectively charged. Thus, to reflect on such senses, prepares the (future) teachers to problematize the senses that the theme has for its students. In support of this thesis, I realized two studies in order to understand how to configure subjective senses related to sustainability of subjects involved in teacher training process. Participated in the first study three teachers linked to the Education Observatory Project with Focus on Mathematics and Science Initiation, pole UFMT (Federal University of Mato Grosso State). Were subjects of the second study four future Chemistry teachers, in the same university, who were involved with the theme during experience in teaching practice. The information analyzed were derived from group conversations, phrases complement and individual interviews. Through constructive-interpretive analysis were outlined subjective configurations, pointing notions of consumption, degradation, conservation, damage, depletion and pollution, articulated with the life story of each (future) teacher, according meaningful experiences for each, at various times in life and in different social contexts that they participated. Also point out procedural commitments, which assign different values to security and combating vulnerability, participation with honestly and with veracity, care for the planet, assign value to the future, the otherness, as well as provide understanding feelings of anger, conciliation and curiosity. The subjective senses configurations are the motivation that (future) teachers have to teach the subject and point some ways to work with the matter at school. The arguments developed raised educational needs, when problematized by an integrative concept of sustainability, which can denature unilateral speeches, based on an inadequate simplification of the theme. I understand that to motivate (future) teachers to teach about sustainability depends to take into account, in addition to theoretical knowledge from various fields, the settings of subjective sense of the subject, as from the intentional problematization of their values, new configurations of meaning can be constructed , committed to building a more responsible and just society. |
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Sentidos subjetivos de sustentabilidade e sua docência para professores em formaçãoSustentabilidadeSubjetividadeDocênciaÉticaCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICASustainabilitySubjectivityTeachingEthicsThe sustenance of life demands of us a society guided by responsibility. From the standpoint of educational, requires a critical training, committed socially and culturally with a viable future for nature and society, providing new references to the moral and ethical reflection. The commitment to this social construction is done by concrete historical subjects, implicated in a permanent process of subjectivation. Are individuals who are committed to what affects them, from their social relationships, mediated by broad principles, judgments and moral values. The concept of subjective sense helps to understand the complexity of this issue and its implications for a reflective, creative and investigative teaching, as it refers to the dynamic symbolic-emotional system of the subject, made up of different social spaces, tensioned by their previous experiences. Thus, I argue that (future) teachers are building, permanently, subjectives senses of sustainability, because the theme interweaves their stories at the social and personal level, involving social values and commitments, which are affectively charged. Thus, to reflect on such senses, prepares the (future) teachers to problematize the senses that the theme has for its students. In support of this thesis, I realized two studies in order to understand how to configure subjective senses related to sustainability of subjects involved in teacher training process. Participated in the first study three teachers linked to the Education Observatory Project with Focus on Mathematics and Science Initiation, pole UFMT (Federal University of Mato Grosso State). Were subjects of the second study four future Chemistry teachers, in the same university, who were involved with the theme during experience in teaching practice. The information analyzed were derived from group conversations, phrases complement and individual interviews. Through constructive-interpretive analysis were outlined subjective configurations, pointing notions of consumption, degradation, conservation, damage, depletion and pollution, articulated with the life story of each (future) teacher, according meaningful experiences for each, at various times in life and in different social contexts that they participated. Also point out procedural commitments, which assign different values to security and combating vulnerability, participation with honestly and with veracity, care for the planet, assign value to the future, the otherness, as well as provide understanding feelings of anger, conciliation and curiosity. The subjective senses configurations are the motivation that (future) teachers have to teach the subject and point some ways to work with the matter at school. The arguments developed raised educational needs, when problematized by an integrative concept of sustainability, which can denature unilateral speeches, based on an inadequate simplification of the theme. I understand that to motivate (future) teachers to teach about sustainability depends to take into account, in addition to theoretical knowledge from various fields, the settings of subjective sense of the subject, as from the intentional problematization of their values, new configurations of meaning can be constructed , committed to building a more responsible and just society.FAPEMATA sustentação da vida exige uma sociedade pautada pela responsabilidade. Do ponto de vista educacional, requer uma formação crítica, comprometida social e culturalmente com um futuro viável para a natureza e para a sociedade, constituindo novos referenciais à reflexão moral e ética. O comprometimento com essa construção societária é feito por sujeitos históricos concretos, implicados em processos permanentes de subjetivação. São sujeitos que se comprometem com aquilo que os afeta, a partir de suas relações sociais, mediadas por princípios amplos, juízos e valores morais. Ajuda a compreender a complexidade desta temática e sua implicação para uma docência reflexiva, criativa e problematizadora, o conceito de sentido subjetivo, pois se refere ao sistema simbólico-emocional dinâmico do sujeito, constituído por diferentes espaços sociais, tensionado por suas experiências anteriores. Deste modo, defendo a tese que (futuros) professores constroem, permanentemente, sentidos subjetivos sobre sustentabilidade, pois o tema entrelaça suas histórias a nível social e pessoal, envolvendo valores e compromissos sociais, que são afetivamente carregados. Assim, ao refletirem sobre tais sentidos, os (futuros) professores se preparam para problematizar os sentidos que o tema tem para seus alunos. Em apoio a esta tese, realizei dois estudos com o objetivo de compreender como se configuram sentidos subjetivos relacionados à sustentabilidade de sujeitos envolvidos em processo de formação docente. Participaram do primeiro estudo três professores vinculados ao Projeto Observatório da Educação com Foco em Matemática e Iniciação às Ciências, polo UFMT (Universidade Federal de Mato Grosso). Foram sujeitos do segundo estudo quatro futuros professores de Química, da mesma universidade, que se envolveram com o tema em vivência da prática docente. As informações analisadas foram oriundas de conversas em grupo, complemento de frases e entrevistas individuais. Através de análise construtivo-interpretativa delineei configurações subjetivas, que apontam noções de consumo, degradação, preservação, danos, exaustão e poluição, articuladas à história de vida de cada (futuro)professor, em função de experiências que os marcaram, em vários momentos da vida e nos diversos contextos sociais que participaram. Também apontam comprometimentos processuais, que atribuem valores distintos à segurança e ao combate à vulnerabilidade, à participação com honestidade e com veracidade, ao cuidado com o planeta, ao futuro, à alteridade, bem como, propiciam compreender sentimentos de indignação, conciliação e curiosidade. As configurações de sentidos subjetivos constituem a motivação que os (futuro)professores têm para ensinar o tema e apontam algumas maneiras de trabalhar com ele na escola. As argumentações desenvolvidas suscitam necessidades formativas, quando problematizadas por uma noção integradora de sustentabilidade, com a qual se pode desnaturalizar discursos unilaterais, baseados em uma simplificação inadequada do tema. Compreendo que motivar (futuro)professores para ensinar sobre sustentabilidade depende de levar em consideração, além dos conhecimentos teóricos de várias áreas, as configurações de sentidos subjetivos dos sujeitos, pois a partir da problematização intencional de seus valores, novas configurações de sentidos podem ser construídas, comprometidos com a o desenvolvimento de uma sociedade mais responsável e justa.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMAlves, José Moyséshttp://lattes.cnpq.br/6500775506186127Alves, José Moysés157.735.582-20http://lattes.cnpq.br/6500775506186127Hardoim, Edna Lopes663.553.117-34http://lattes.cnpq.br/7813077353342953157.735.582-20Darsie, Marta Maria Pontin395.272.639-72http://lattes.cnpq.br/8469435827236724Freitas, Nadia Magalhães da Silva374.152.807-25http://lattes.cnpq.br/2982253212145468Santos, Wildson Luiz Pereira dos244.192.571-72http://lattes.cnpq.br/6094379265028380Moraes, Mariuce Campos de2024-02-23T15:33:37Z2015-05-152024-02-23T15:33:37Z2014-11-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMORAES, Mariuce Campos de. Sentidos subjetivos de sustentabilidade e sua docência para professores em formação. 2014. 233 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2014.http://ri.ufmt.br/handle/1/5191porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-02-27T07:01:24Zoai:localhost:1/5191Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-02-27T07:01:24Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
title |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
spellingShingle |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação Moraes, Mariuce Campos de Sustentabilidade Subjetividade Docência Ética CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Sustainability Subjectivity Teaching Ethics |
title_short |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
title_full |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
title_fullStr |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
title_full_unstemmed |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
title_sort |
Sentidos subjetivos de sustentabilidade e sua docência para professores em formação |
author |
Moraes, Mariuce Campos de |
author_facet |
Moraes, Mariuce Campos de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Alves, José Moysés http://lattes.cnpq.br/6500775506186127 Alves, José Moysés 157.735.582-20 http://lattes.cnpq.br/6500775506186127 Hardoim, Edna Lopes 663.553.117-34 http://lattes.cnpq.br/7813077353342953 157.735.582-20 Darsie, Marta Maria Pontin 395.272.639-72 http://lattes.cnpq.br/8469435827236724 Freitas, Nadia Magalhães da Silva 374.152.807-25 http://lattes.cnpq.br/2982253212145468 Santos, Wildson Luiz Pereira dos 244.192.571-72 http://lattes.cnpq.br/6094379265028380 |
dc.contributor.author.fl_str_mv |
Moraes, Mariuce Campos de |
dc.subject.por.fl_str_mv |
Sustentabilidade Subjetividade Docência Ética CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Sustainability Subjectivity Teaching Ethics |
topic |
Sustentabilidade Subjetividade Docência Ética CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Sustainability Subjectivity Teaching Ethics |
description |
The sustenance of life demands of us a society guided by responsibility. From the standpoint of educational, requires a critical training, committed socially and culturally with a viable future for nature and society, providing new references to the moral and ethical reflection. The commitment to this social construction is done by concrete historical subjects, implicated in a permanent process of subjectivation. Are individuals who are committed to what affects them, from their social relationships, mediated by broad principles, judgments and moral values. The concept of subjective sense helps to understand the complexity of this issue and its implications for a reflective, creative and investigative teaching, as it refers to the dynamic symbolic-emotional system of the subject, made up of different social spaces, tensioned by their previous experiences. Thus, I argue that (future) teachers are building, permanently, subjectives senses of sustainability, because the theme interweaves their stories at the social and personal level, involving social values and commitments, which are affectively charged. Thus, to reflect on such senses, prepares the (future) teachers to problematize the senses that the theme has for its students. In support of this thesis, I realized two studies in order to understand how to configure subjective senses related to sustainability of subjects involved in teacher training process. Participated in the first study three teachers linked to the Education Observatory Project with Focus on Mathematics and Science Initiation, pole UFMT (Federal University of Mato Grosso State). Were subjects of the second study four future Chemistry teachers, in the same university, who were involved with the theme during experience in teaching practice. The information analyzed were derived from group conversations, phrases complement and individual interviews. Through constructive-interpretive analysis were outlined subjective configurations, pointing notions of consumption, degradation, conservation, damage, depletion and pollution, articulated with the life story of each (future) teacher, according meaningful experiences for each, at various times in life and in different social contexts that they participated. Also point out procedural commitments, which assign different values to security and combating vulnerability, participation with honestly and with veracity, care for the planet, assign value to the future, the otherness, as well as provide understanding feelings of anger, conciliation and curiosity. The subjective senses configurations are the motivation that (future) teachers have to teach the subject and point some ways to work with the matter at school. The arguments developed raised educational needs, when problematized by an integrative concept of sustainability, which can denature unilateral speeches, based on an inadequate simplification of the theme. I understand that to motivate (future) teachers to teach about sustainability depends to take into account, in addition to theoretical knowledge from various fields, the settings of subjective sense of the subject, as from the intentional problematization of their values, new configurations of meaning can be constructed , committed to building a more responsible and just society. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-11-21 2015-05-15 2024-02-23T15:33:37Z 2024-02-23T15:33:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
MORAES, Mariuce Campos de. Sentidos subjetivos de sustentabilidade e sua docência para professores em formação. 2014. 233 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2014. http://ri.ufmt.br/handle/1/5191 |
identifier_str_mv |
MORAES, Mariuce Campos de. Sentidos subjetivos de sustentabilidade e sua docência para professores em formação. 2014. 233 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2014. |
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http://ri.ufmt.br/handle/1/5191 |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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