Seminários Internacionais sobre a Teoria Histórico-Cultural: Fundamentos e Implicações para a Pesquisa em Ensino de Ciências

Universidade de São Paulo/Programa de Pós-Graduação Interunidades em Ensino de Ciências

Universidade Federal de Santa Catarina/Programa de Pós-Graduação em Educação Científica e Tecnológica

CEFET do Rio de Janeiro???

Disciplina: Seminários Internacionais sobre a Teoria Histórico-Cultural: fundamentos e implicações para a pesquisa em Ensino de Ciências

Transformações oriundas das discussõesEditar

  • Foi sugerido que organizássemos um glossário com algumas estabilizações conceituais.
  • Padlet elaborado por uma das estudantes.

Primeiro encontro: Sylvie BarmaEditar

  • Thérèse Laferrière; Barbara Bader; Sylvie Barma; et al. (2011), L’étude de la réussite scolaire au Québec : une analyse historicoculturelle de l’activité d’un centre de recherche, le CRIRES, ISSN 1916-8659 (em francês), 39 (1), doi:10.7202/1004335AR, Wikidata Q58150861 

Perguntas enviadas:Editar

Perguntas do grupo talEditar

  • How could we carry out a work in partnership with school community and corporations, aiming at favoring a meaningful education to school subjects, seeking to solve problems like school dropouts, poor school performance, banking model education, and outside the everyday social context, without incurring in the development of an utilitarian education to the job market, converging to the conflicts of arising therefrom (contradictions), in favor of a collaborative school action, in the context of today’s Brazil?
  • Could you elaborate on the steps of Change Lab? What are your recommendations to carrying out educational research using this method in Brazil?
  • In the text “Engaging discussion about climate change in Quebec secondary school: A challenge for Science teachers”, when addressing the notion that conflicts of motives are key components of “double stimulation”, there is the following statement: “the conflicting situation constitutes the first stimulus and is a necessary element to trigger the transformative agency (Engeström & Sannino, 2013). For example, a teacher can employ a pedagogical strategy as a second stimulus”. Hence, I question: could the first stimulus (conflictual situation) be understood as something close to the concept of tension/contradiction and the second stimulus (the creation of the pedagogical strategy) configure the synthesis that emerges as a solution to the contradiction? Could you clarify in which aspects these concepts of tension, contradiction, double stimulation, and conflict of motives come closer and farther apart?
  • Thinking from the category of work, there is a contradiction between work as a commodity, for which the worker receives a salary, and work as a transformation of the world, socially significant work. In the text “Early stages in building hybrid activity between school and work: the case of PénArt” both the word Labor and the word Work appear, something that caught my attention and made me look for it as it was written in the OIT or ILO. From the point of view of directing world transformations towards social justice (Labour), how do you interpret this relationship between school-enterprises in the sense of training for the labor market (Work)?
  • During the elaboration of the new curriculum that is mentioned in the text “Engaging discussion about climate change in a Quebec secondary school: A challenge for science teachers.” was there teacher participation in its elaboration? The teachers that participated in the study seemed a little lost, as if the curriculum had caught them by surprise. Also, are there reports of other schools with similar problems where teachers didn’t know how to deal with how to discuss the subject? If so, how did they deal with this issue?


As perguntas originais em português:

  • Como realizar um trabalho de parceria comunidade escolar x empresas, visando privilegiar uma educação significativa aos sujeitos escolares, buscando sanar problemas como evasão escolar, baixo desempenho escolar, educação bancária e fora do contexto social cotidiano, sem incorrer no desenvolvimento de uma educação utilitarista ao mercado de trabalho, convergindo os conflitos de valor daí oriundos (contradições), em prol de uma ação escolar colaborativa, no contexto do Brasil atual?
  • Você poderia detalhar melhor as etapas do laboratório da mudança? Quais são as suas recomendações para a realização de pesquisas educacionais utilizando este método no Brasil?
  • No texto “Engaging discussion about climate change in a Quebec secondary school: A challenge for Science teachers”, ao abordar a noção de que os conflitos de motivos são componentes chave do “duble stimulation”, há a seguinte afirmação: “a situação conflituosa constitui o primeiro estímulo e é um elemento necessário para desencadear a agência transformadora (Engeström & Sannino, 2013). Por exemplo, um professor pode empregar uma estratégia pedagógica como um segundo estímulo”. Daí que questiono: o primeiro estímulo (situação conflituosa) poderia ser compreendida como algo próximo do conceito de tensão/contradição e o segundo estímulo (a criação da estratégia pedagógica) configurar a síntese que emerge como solução da contradição? Você poderia esclarecer em quais aspectos esses conceitos de tensão, contradição, duble estimulation e conflitos de motivos se aproximam e se distanciam?
  • Pensando a partir da categoria do trabalho, existe uma contradição entre trabalho como mercadoria, ao qual o trabalhador recebe o salário, e o trabalho enquanto transformação do mundo, trabalho socialmente significativo. No texto “Early stages in building hybrid activity between school and work: the case of PénArt” aparecem tanto a palavra Labour como a palavra Work, algo que me chamou atenção e me fez ir buscar como estava escrito na OIT ou ILO. Do ponto de vista de um direcionamento das transformações do mundo no sentido de justiça social (Labour), como você interpreta essas relações entre empresasescola no sentido de formação para o mercado de trabalho (Work)?
  • Durante a elaboração do novo currículo que é citado no texto de mudanças climáticas, houve participação dos professores na sua elaboração? Pelo menos os professores que participaram do estudo pareciam um pouco perdidos, como se o currículo os tivesse pegado de surpresa. Há relatos de outras escolas com problema similar onde os professores não souberam lidar com a questão de discutir o assunto? Se sim, como elas lidaram com o problema?

Perguntas do grupo 4Editar

  • How can we define agency? Is it a “product” from activity or an essentially human being feature? Is Agency “what makes us human” or is “what makes us agents”?
  • Following the perspective of having a “Provincial Exam” and the necessity of “face the reality of their [students] lives as citizens” (Barma, et al., 2015, p. 8), can Teachers really feel autonomous in the learning development? Or in the co-construction of new curricular perspectives?
  • If we consider that contradictions and conflicts are important to activities evolving in space and time, how can we “not lose control” of these contradictions? Can conflicts make the organisation of activity fail and the subjects give up? Are contradictions always good?
  • Considering that the initial study was made almost 10 years ago, do you picture Cany changes that should be considered given the 2021 context? Is climate change a bigger contradiction today compared to the same topic 10 years ago? Do you believe that the climate change approach should be different nowadays?

Perguntas realizadas no encontroEditar

  • Pergunta 1:  Sobre agência, como ela entende, processo ou produto da atividade?
  • Pergunta 2: Algo sobre prática, estágio...

Segundo encontro: Antti RajalaEditar

Perguntas enviadasEditar

Some questions (from the groups) E em português?
CHAT, Utopia, and methodology What is the role of utopia in CHAT? Why is it necessary to add the utopia concept to CHAT?
You present the idea of utopia methodology related to researchers and concrete

utopia for teachers. Is this division just academic/analytical?

CHAT and Chronotope How does the bakhtinian chronotope connect with the CHAT? From the concrete

conditions imposed by the hierarchical levels above to the Activity of the project?

Possibilities In our classroom there are students that are more or less motivated about community

issues. How to motivate them to develop relational agency?

How to arouse in teacher training interest in the development of skills for collaborative

projects, knowing that the vast majority has domesticated behavior by the status quo?

CHAT, Utopia, Chronotope, Agency and Science In the Utopia or Chronotope approach, within a CHAT perspective, what is the role of scientific knowledge? In which way CHAT understands the role of scientific knowledge

will influence changes to the Agency?

Group 1

  1. Archeological mode - Would it be important to do an archeological mode researching for other projects in which some utopias have been materialized in Finland, Brazil and other countries?
  2. Did the project Bicycles on the Move! was related to some subject-matter in relation to Science (chemistry, biology, physics)? What are the background degree from the two teachers, Mikael Sorri and Pentti Heikkinen?
  3. Henry Giroux's work offers to teachers a critical language to help them understand teaching as a cultural policy, a pedagogical empowerment, and formation of social agents of change. Paulo Freire is cited and is presented in Giroux's book "Professors as intellectuals". Are there any references among those cited in your articles that link the theme of Utopia to Giroux's work? Do you think their theoretical frame are aligned or not so much?

Group 2

  1. How does the bakhtinian chronotope connect with the CHAT? From the concrete conditions imposed by the hierarchical levels above to the Activity of the project?
  2. Thinking of a scenario with conditions appropriate to the "utopian" project that is intended to achieve, how to arouse in teacher training interest in the development of skills for collaborative projects, knowing that the vast majority has domesticated behavior by the status quo?
  3. Where does the problem that is the centrality of the project arise from? Is it a situation glimpsed by the community, is it related to the teachers' experiences, does it originate from the students' intention...?

Group 3

  1. How can we implement CHAT's proposition in current Brazilian schools, knowing that the system doesn't give voice to school subjects, in specific, teachers and students, that many times have to endure education reforms created by others, trying to conform critical thinking and autonomy where there's no space or time to accomplish it, where partial utopia doesn't partake even between peers, let alone in higher education instances (that make decisions for the subjects) imposing on them the compliance, without listening to them and demanding that they make decisions and take action?
  2. How can Change Lab be effectively developed, in many instances and school levels, to make utopia real, even if partially, a transformative social reality?
  3. What is the role of relational agency in different steps of a teacher’s professional development?
  4. What are the implications of collaboration in the context of transformative agency?

Group 4

  1. (Expanding the Chronotropes of schooling for the promotion of student's agency) The timespan of the project Bikes on the move conflicted with the course per period way of organizing teaching in the school. How was it planned? (Did it involve all the students of the school? Which grade or grades? Was it voluntary? Any requirements to join the project?) How can we use the methodology in other contexts in the classroom?
  2. On page 84 (Utopia as method: The imaginary reconstitution of society), Rajala discusses that the "failure to recognize the provisional nature of utopias can result in disillusionment". We want to know how Rajala deals in the development of his research with this problem (of failure in building utopias) while entailing the importance of a framework with "future-oriented nature".
  3. (Expanding the Chronotropes of schooling for the promotion of student's agency) In our classroom there are students that are more or less motivated about community issues. How to motivate them to develop relational agency?
  4. On page 83 (Utopia as method: The imaginary reconstitution of society) , when the first of four tensions is described, you say that “utopias often carry the function of social critique; the act of imagining an alternative future creates a distance from the existing conditions, which enables judgement of the present practices in the light of what would be possible or desirable.” These implies destroying the status quo to build a new one. But, if you begin observing and “imitating” the concrete utopias, how can you really transform the status quo?

Group 5

  1. Why is it necessary to add the utopia concept to CHAT? Do you believe that the Change Lab, for example, induces simplificated, or immediate, resolutions? Could we use pedagogy principles as an utopia?
  2. You argue in the second paper that Finnish education system has had success in traditional avaliations (so, to traditional expectations about school rule). Do you think that this makes the work with the agency's program like “Bicycles in the move” more comfortable? In Brazil's situation, for example, can we use the agency's strategies to improve the school in different ways (like “preserving and passing on existing cultural heritage” if it was an aspect not accomplished yet)?
  3. The utopia as methodology based on CHAT, to consider how a methodology is necessary have the three pillars archaeological, ontological and architectural? Or can we just use one or two of the three?
  4. In the Utopia or Chronotope approach, within a CHAT perspective, what is the role of scientific knowledge? In which way CHAT understands the role of scientific knowledge will influence changes to the Agency?
  5. In your paper you say that it is an opportunity for students to have their chronotopes placed side by side, what do you think of the idea of an intersection or even a merge of chronotopes?
  6. What do you think about using the concept of Utopia and CHAT combined with the theme of Agenda 2030 as a stimulating element for the student and teacher agency?

Group 6

  1. What is the role of utopia in CHAT?
  2. What is the difference between choronotope and context?
  3. In which moment utopia become a conscious process?

Group 7

  1. According with the concept of expansive chronotope, is it necessary an extracurricular project to foster the students’ agency? It means, what possibilities exist to create a project at the school that later expands to the community to give benefits to the own school? Comment more on the relationship between teachers and students in the projects developed and on the relationship of those involved with other members of the school community.
  2. When we create an expansive chronotope, should it always be developed the three kinds of agency ?
  3. You present the idea of utopia methodology related to researchers and concrete utopia for teachers. Is this division just academic/analytical?
  4. The idea of the utopian methodology has to do with forging radical forms of transformation in relation to the present world crisis. How is the analysis of the current mode of production incorporated by the utopian methodology? The utopian methodology “helps us to walk” (as in Galeano's words) or has a defined project to carry out?

Terceiro encontro: Eduardo ViannaEditar

Quarto encontro: Apresentação da sínteseEditar