Education beyond school walls: between the lived and thought

Detalhes bibliográficos
Autor(a) principal: Quintão, Moema Rocha
Data de Publicação: 2022
Outros Autores: Escudero, Consuelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/32095
Resumo: This work problematizes the use of diversified educational spaces for the teaching of Natural Sciences in Basic Education. To this end, semi-structured interviews were conducted with open questions about the teacher’s experience, intellectual training, daily teaching practices and factors that positively or not interfere in this process. Thus, it is emphasized that the main objective was to analyze the teaching discourses of four professors belonging to different educational institutions, through the software Atlas.ti., through the establishment of six analytical codes, namely: teacher training, teaching practice, teaching resources, pedagogical documents, advantages of activities in diversified educational spaces and difficulties in working in diversified educational spaces. From this, regarding the relations between thought (discourse) and lived (practice), it was possible to conclude that the main difficulties are the lack of adequate teacher training, excessive bureaucracy, and lack of financial investments for displacements and teaching materials, even though all teachers reinforced the importance of “diversified spaces”. To this end, the concept of “social representation” by Moscovici (2007) (2009) and the dialogical conception of language from the perspective of Bakhtin (1999) were used as a theoretical reference since it is a social product; added to the discussions on education, teaching and learning of Vygotsky (1999), Morin (2013) and Trilla (2008).
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spelling Education beyond school walls: between the lived and thoughtEducación más allá de los muros de la escuela: entre lo vivido y el pensadoEducação mais além dos muros da escola: entre o vivido e o pensadoEntrevistas semiestruturadasRepresentações sociaisDiscursos docentesAprendizagemEspaços diversificados.Entrevistas semiestructuradasRepresentaciones socialesDiscursos docentesAprendizajeEspacios diversificados.Semi-structured interviewsSocial representationsTeaching discoursesLearningDiversified spaces.This work problematizes the use of diversified educational spaces for the teaching of Natural Sciences in Basic Education. To this end, semi-structured interviews were conducted with open questions about the teacher’s experience, intellectual training, daily teaching practices and factors that positively or not interfere in this process. Thus, it is emphasized that the main objective was to analyze the teaching discourses of four professors belonging to different educational institutions, through the software Atlas.ti., through the establishment of six analytical codes, namely: teacher training, teaching practice, teaching resources, pedagogical documents, advantages of activities in diversified educational spaces and difficulties in working in diversified educational spaces. From this, regarding the relations between thought (discourse) and lived (practice), it was possible to conclude that the main difficulties are the lack of adequate teacher training, excessive bureaucracy, and lack of financial investments for displacements and teaching materials, even though all teachers reinforced the importance of “diversified spaces”. To this end, the concept of “social representation” by Moscovici (2007) (2009) and the dialogical conception of language from the perspective of Bakhtin (1999) were used as a theoretical reference since it is a social product; added to the discussions on education, teaching and learning of Vygotsky (1999), Morin (2013) and Trilla (2008).Este trabajo problematiza el uso de espacios educativos diversificados para la enseñanza de las Ciencias Naturales en la Educación Básica. Para ello, se realizaron entrevistas semiestructuradas con preguntas abiertas sobre la experiencia del profesor, la formación intelectual, las prácticas de enseñanza diarias y los factores que interfieren positivamente o no en ese proceso. Así, se subraya que el objetivo principal fue analizar los discursos docentes de cuatro profesores pertenecientes a instituciones de enseñanza distintas, por medio del software Atlas.ti., a través del establecimiento de seis códigos de análisis, a saber: formación docente, práctica docente, recursos didácticos, documentos pedagógicos, ventajas de las actividades en espacios educativos diversificados y dificultades para trabajar en espacios educativos diversificados. A partir de ahí, por lo que se refiere a las relaciones entre el pensamiento (discurso) y lo vivido (práctica), fue posible concluir que las principales dificultades se vinculan a la falta de formación docente adecuada, exceso de burocracia, y falta de inversiones financieras para desplazamientos y materiales didácticos, aunque todos los profesores reforzaron la importancia de los “espacios diversificados”. Para tanto, fue utilizado como referencial teórico el concepto de “representación social” de Moscovici (2007) (2009), y la concepción dialógica del lenguaje en la perspectiva de Bakhtin (1999), ya que se trata de un producto social; se sumaron las discusiones sobre educación, enseñanza y aprendizaje de Vygotsky (1999), Morin (2013) y Trilla (2008).Este trabalho problematiza o uso de espaços educativos diversificados para o ensino das Ciências Naturais na Educação Básica. Para tanto, foram realizadas entrevistas semiestruturadas com perguntas abertas sobre a experiência do professor, a formação intelectual, as práticas de ensino diárias e os fatores que interferem positivamente ou não nesse processo. Assim, ressalta-se que o objetivo principal foi analisar os discursos docentes de quatro professores pertencentes a instituições de ensino distintas, por meio do software Atlas.ti., através do estabelecimento de seis códigos de análise, a saber: formação docente, prática docente, recursos didáticos, documentos pedagógicos, vantagens das atividades em espaços educativos diversificados e dificuldades em trabalhar em espaços educativos diversificados. A partir disso, no que se refere às relações entre o pensado (discurso) e o vivido (prática), foi possível concluir que as principais dificuldades ligam-se à falta de formação docente adequada, excesso de burocracia e falta de investimentos financeiros para deslocamentos e materiais didáticos, ainda que todos os professores tenham reforçado a importância dos “espaços diversificados”. Para tanto, foi utilizado como referencial teórico o conceito de “representação social” de Moscovici (2007) (2009), e a concepção dialógica da linguagem na perspectiva de Bakhtin (1999), já que o corpus de pesquisa é um produto social; somada às discussões sobre educação, ensino e aprendizagem de Vygotsky (1999), Morin (2013) e Trilla (2008).Research, Society and Development2022-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3209510.33448/rsd-v11i10.32095Research, Society and Development; Vol. 11 No. 10; e123111032095Research, Society and Development; Vol. 11 Núm. 10; e123111032095Research, Society and Development; v. 11 n. 10; e1231110320952525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/32095/27611Copyright (c) 2022 Moema Rocha Quintão; Consuelo Escuderohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessQuintão, Moema Rocha Escudero, Consuelo2022-08-12T22:23:03Zoai:ojs.pkp.sfu.ca:article/32095Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:48:12.351763Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Education beyond school walls: between the lived and thought
Educación más allá de los muros de la escuela: entre lo vivido y el pensado
Educação mais além dos muros da escola: entre o vivido e o pensado
title Education beyond school walls: between the lived and thought
spellingShingle Education beyond school walls: between the lived and thought
Quintão, Moema Rocha
Entrevistas semiestruturadas
Representações sociais
Discursos docentes
Aprendizagem
Espaços diversificados.
Entrevistas semiestructuradas
Representaciones sociales
Discursos docentes
Aprendizaje
Espacios diversificados.
Semi-structured interviews
Social representations
Teaching discourses
Learning
Diversified spaces.
title_short Education beyond school walls: between the lived and thought
title_full Education beyond school walls: between the lived and thought
title_fullStr Education beyond school walls: between the lived and thought
title_full_unstemmed Education beyond school walls: between the lived and thought
title_sort Education beyond school walls: between the lived and thought
author Quintão, Moema Rocha
author_facet Quintão, Moema Rocha
Escudero, Consuelo
author_role author
author2 Escudero, Consuelo
author2_role author
dc.contributor.author.fl_str_mv Quintão, Moema Rocha
Escudero, Consuelo
dc.subject.por.fl_str_mv Entrevistas semiestruturadas
Representações sociais
Discursos docentes
Aprendizagem
Espaços diversificados.
Entrevistas semiestructuradas
Representaciones sociales
Discursos docentes
Aprendizaje
Espacios diversificados.
Semi-structured interviews
Social representations
Teaching discourses
Learning
Diversified spaces.
topic Entrevistas semiestruturadas
Representações sociais
Discursos docentes
Aprendizagem
Espaços diversificados.
Entrevistas semiestructuradas
Representaciones sociales
Discursos docentes
Aprendizaje
Espacios diversificados.
Semi-structured interviews
Social representations
Teaching discourses
Learning
Diversified spaces.
description This work problematizes the use of diversified educational spaces for the teaching of Natural Sciences in Basic Education. To this end, semi-structured interviews were conducted with open questions about the teacher’s experience, intellectual training, daily teaching practices and factors that positively or not interfere in this process. Thus, it is emphasized that the main objective was to analyze the teaching discourses of four professors belonging to different educational institutions, through the software Atlas.ti., through the establishment of six analytical codes, namely: teacher training, teaching practice, teaching resources, pedagogical documents, advantages of activities in diversified educational spaces and difficulties in working in diversified educational spaces. From this, regarding the relations between thought (discourse) and lived (practice), it was possible to conclude that the main difficulties are the lack of adequate teacher training, excessive bureaucracy, and lack of financial investments for displacements and teaching materials, even though all teachers reinforced the importance of “diversified spaces”. To this end, the concept of “social representation” by Moscovici (2007) (2009) and the dialogical conception of language from the perspective of Bakhtin (1999) were used as a theoretical reference since it is a social product; added to the discussions on education, teaching and learning of Vygotsky (1999), Morin (2013) and Trilla (2008).
publishDate 2022
dc.date.none.fl_str_mv 2022-07-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/32095
10.33448/rsd-v11i10.32095
url https://rsdjournal.org/index.php/rsd/article/view/32095
identifier_str_mv 10.33448/rsd-v11i10.32095
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/32095/27611
dc.rights.driver.fl_str_mv Copyright (c) 2022 Moema Rocha Quintão; Consuelo Escudero
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Moema Rocha Quintão; Consuelo Escudero
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 10; e123111032095
Research, Society and Development; Vol. 11 Núm. 10; e123111032095
Research, Society and Development; v. 11 n. 10; e123111032095
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052717729841152

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