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Educação científica e relação com o saber: o que nos dizem os jovens estudante?
(Universidade Federal de São Carlos, 2023-02-08) Correa, Juliana Cristina; Freitas, Denise de; https://lattes.cnpq.br/3330976062026878; https://lattes.cnpq.br/1062401440612841
This study aimed to identify young high school students’ relationships with knowledge based on what they tell us about the science education they receive at school and their thoughts on what it offers them for their actions in the world. We adopted a qualitative methodological approach, using data collection instruments that enabled us to conduct group interviews and a textual elaboration – “Balanço do Saber” (Balance of Knowledge). By analyzing the young students’ manifestations, we took into account their voices, propositions, criticisms, ideas, and desires, which allowed us to reach considerations about the relationship they establish with knowledge, identifying the “Epistemic”; “Social” and “Identity” dimensions, which are from Charlot’s (2000) theoretical proposition, adopted by us as a priori categories. In the case of the “Epistemic” dimension, we adopted the three forms of epistemic relationship proposed by the author as subcategories a priori: “Objectification-Denomination”; “Distanciation-Regulation” and “Imbrication of the Self”. For the other dimensions, we created the respective subcategories: “My Eco-reflection” and “Me and the Other” for the “Identity” dimension, and “World as: Environment and Nature” and “World as: Reality and Existing Knowledge” for the “Social” dimension. We also analyzed the students’ statements about the science education they receive at school and their considerations about what it offers for their actions in the world, configuring the categories: “Thinking about school: ‘I should start learning what actually matters’“; “Learning: ‘I’m here in life, but what for?’”; “Learning: How and what?” and “Improvements and investments for Education and Science in the country”. Finally, we were able to identify central aspects of criticality in the young students’ manifestations based on our theoretical references, which shaped the categories: “Singularity: an important reflection for learning in science education”; “Mobilization: the action of caring for nature and the environment” and “Negationism and the Relationship with Knowledge”. At the end of this work, we have come to some broad conclusions, the main ones being that young students objectify and name knowledge, without making the processes for learning explicit; they relate according to a process of regulating their actions, according to the way they want to act in the world; their actions are inscribed in their bodies and this allows them to dominate them; they understand what themselves are, based on their conceptions of life and what makes sense in terms of their histories, interpretations and values; they imagine and interpret what others think of them and based on this they act, create expectations, interpret and live in a world that exists before them; this world is a place that already exists and is filled with knowledge based on an existing reality. They also say that school, on the one hand, should focus on and prioritize knowledge for everyday life, but on the other hand, it would have to meet external assessments; that learning at school means having to face your doubts, suspend convictions, and even resort to philosophical reflections on the meaning of life; and that investment in education and science in the country could increase the conditions for forming more aware, proactive citizens with positive attitudes. Finally, we believe that the concepts of “Meaning”; “Mobilization” and “Negationism” are relevant elements that bring criticality to science education, mainly based on education for science, technology, and society (STS), considering the latter as a considerable prerequisite for reflecting and stimulating students’ decision-making.
O velejar das embarcações maranhenses: uma narrativa sobre saberes docentes (matemáticos) de um mestre carpinteiro naval ensinados no âmbito do Estaleiro Escola
(Universidade Federal de São Carlos, 2023-02-08) Melo, Rayane de Jesus Santos; Passos, Cármen Lúcia Brancaglion; https://lattes.cnpq.br/2297203444364327; https://lattes.cnpq.br/9699495735241377
Maranhão’s origin is bonded to the sea and navigation had and still has a very important historical role in the saga of occupation of this territory, as well as in its economic and cultural development and in the habits and customs of its people. The culture of artisanal vessels mobilizes the knowledge and language of naval workers, but at the end of the 20th century and the beginning of the 21st century, it began to present a risk of disappearing, since the new generations did not show interest in learning about it. In order to preserve and value this culture and the know-how of naval workers, Luiz Phelipe Andrès founded, in 2006, the Centro Vocacional Tecnológico Estaleiro Escola, in which master ship carpenters act as teacher-trainers in the Handcrafted Vessel Construction Course and they teach the new generations knowledge and construction techniques alongside professors from the university academy. Thus, this study sought to answer two guiding questions: How did a master naval carpenter become a teacher-trainer of the Technical Course for Construction of Handcrafted Vessels? What mathematical knowledge of the master ship carpenter is taught to new apprentices within the School Shipyard? For this, it aimed to understand (mathematical) knowledge teachers used and taught by a master naval carpenter in the Course of Construction of Artisan Vessels in Maranhenses within the scope of the School Shipyard. Specifically, it sought to understand the culture of artisanal vessels in the context of Maranhão; recognize the creative processes surrounding the creation of the School Shipyard; understand the process of institutionalization of the Technical Course for the Construction of Craft Vessels; identify knowledge of educational practice revealed by a master naval carpenter that allows identifying him as a teacher-trainer; and learn about the mathematical knowledge of the master naval carpenter used in the construction of artisanal vessels and taught within the School Shipyard. The research followed the theoretical-methodological assumption of narrative research, anchored in D. Jean Clandinin and F. Michael Connelly. The research texts for this thesis were written based on data from narrative interviews; notes from the researcher's field diary; of recordings and photographs recorded during the classes of the Vessel Construction Course; of documents from the Embarcações do Maranhão Project; academic productions by Luiz Phelipe and his interviews that are available on the internet; and documentary and bibliographic sources. The constitution of the plot, which considered the three-dimensional space of the narrative research, and the interweaving of the collected data made it possible to understand experiences lived by a master naval carpenter that led him to become a teacher-trainer at the Shipyard School and that the mathematical knowledge he taught are specific to their culture and were developed in the socio-cultural context of their group. It is from this knowledge that naval workers base their interpretations about reality, their intervention projects in it, their essential habits and their everyday behaviors. Throughout the research text and reflections, it was possible to support the thesis: the performance of the master ship carpenter as a teacher-trainer and the teaching of his knowledge, specifically mathematical knowledge, allow the School Shipyard's mission to preserve, value and transmitting Maranhão's culture and art of craft craft building to new generations, does not become just a utopia.
Processo de trabalho de gestores da atenção primária à saúde no contexto da pandemia da covid-19
(Universidade Federal de São Carlos, 2023-02-08) Apparecido, Roberta Silva; Silva, Jaqueline Alcântara Marcelino da; https://lattes.cnpq.br/8311079340428705; https://orcid.org/0000-0002-8307-8609; https://lattes.cnpq.br/9678781418693975; https://orcid.org/0000-0003-1609-0787
Understanding the work process of PHC managers in the context of the pandemic, based on the identification and analysis of the actions taken, the organization of work, as well as the potentialities and limitations from the manager's point of view, is extremely important for understanding the dynamics of the Unified Health System in emergency situations. The aim is to answer how the new coronavirus pandemic influenced the actions carried out by the local PHC management and how the emergency measures had an impact on the work process of the managers. Objective: This research aims to understand the work process of Primary Health Care (PHC) managers in the context of the COVID-19 pandemic. This is a qualitative, descriptive exploratory study, with data collection carried out through semi-structured interviews with PHC managers of a Technical Health Supervision (STS), in the city of São Paulo. Thematic content analysis was carried out in the light of the theoretical framework of the health work process in PHC and health management in PHC. Eleven interviews were carried out through the Google Meet platform, from which the following themes were constructed: 1) actions of PHC managers in the context of the COVID-19 pandemic: reorganization of the work process based on new actions, new strategies developed to optimize the work process and daily management for new work processes; 2) perceptions of PHC managers in the context of the COVID-19 pandemic: limitations and potential. The managers' perception of the process and work of the PHC teams during the COVID-19 pandemic generated knowledge for future health events, especially with regard to the reorganization of the teams' work. New flows for managing symptoms, information gaps, maintaining quality in the face of adversity and not interrupting care for chronic patients, the daily matrix of new processes, the illness of workers, motivating the engagement of professionals in their teams were challenges that had an impact in the work routine and also exhausted them, but at the same time made them develop valuable work tools.