A RECONCEPTUALIZATION OF THE TEACHER FROM THE THEORY OF OBJECTIFICATION

• Autor(a) principal: Vargas-Plaça, Jaqueline Santos
• Data de Publicação: 2023
• Outros Autores: Radford, Luis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/14453
• topic: Aprendizaje; Saber; Ser; Actividad; Learning; Knowledge; Being; Activity; Aprendizagem; Saber; Ser; Atividade

This paper aims to present a reconceptualization of the science and mathematics teacher from the perspective of the Theory of Objectification (TO). The TO is a teaching and learning theory inspired by dialectical materialism, Lev Vygotsky's cultural-historical school, and the conception of education proposed by Paulo Freire. Because of the dialectical materialist nature of the theory, the teacher is conceived of as part of a system in motion, which includes cultural knowledge and its teaching and learning processes. In this context, the teacher is considered as an individual who participates, shoulder to shoulder, with the students, working with them in the production and circulation of knowledge, and making this knowledge appear collectively in class through problem-solving discussions, debates, analyses, and interpretations. In this paper we present these ideas and illustrate them through excerpts from a kinematics lesson around the scientific study of the motion of bodies conducted in a Grade 8 class of students aged 13 to 14 years in a public school located in Sudbury, Ontario, Canada. In particular, we illustrate the collective process by which students encounter cultural scientific knowledge through interaction with peers and the teacher. We emphasize the idea that, in teaching science and mathematics, the teacher cannot be restricted solely to the knowledge dimension. This dimension is fundamental, but the teacher must complement it with very specific attention to the dimension of being and becoming.