Livro didático inovador e teoria da atividade: usos de um artefato mediador por professores de química

• Ano de defesa: 2021
• Autor(a) principal: Clarissa Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Uso do livro didático de química; Teoria da Atividade; Contradições; Química > Livros didáticos > Avaliação; Química > Estudo e ensino; Teoria da atividade; Aprendizagem por atividades
• Link de acesso: http://hdl.handle.net/1843/37969

This research has the emphasis on the use of one of the Chemistry textbook distributed by the Book and Teaching Material National Program (“PNLD”), by National Education Development Fund ("FNDE"). We guided our study to favor the forms and the contexts of the use of a Chemistry textbook regarded innovative. “Innovative” textbooks were defined by the materials produced by groups of researchers of the area of teaching Chemistry that embody studies and methodological innovations. The investigation is inserted in the field of studies with the already cited books and is based on the theoretical-methodological contributions by the historical-cultural theory. To comprehend the use of the textbook as an artifact, we sustained ourselves on the Activity Theory, in which the roots are found in Vygostsky, Leontiev and Engeström’s studies. We obtained the data through a form, containing closed and open questions. Those were answered by thirty seven basic education Chemistry teachers, in which the schools adopted this book. The questionnaire presented general questions, relating to the educational formation, professional career, the choosing process of the textbook, class structure and the role that the textbook has in the teaching practice. Afterwards, we realized semi-structured interviews with two teachers that, upon replying to the form, agreed to participate in other stages of the research. To a portion of the questions, we read the results in a graph, obtained directly through the electronic questionnaire. For the next questions, the analysis was made in parts. The first one involved the reading of the answers and a previous codification, comparing similarities and differences. Then, we made use of the software NVIVVO® and the model of the Activity Theory to build the categories shaped by the components of the activity: the object, the artifacts, the work division, the rules and the community involved in the book usage. We also evaluated the emerging contradictions of the responded survey about the application of the artifact.Through our analysis, we also identified the diversity of purposes of the textbook. In the overview of the book, we detected conflicts and dilemmas that encompass the object of the activity, the students and the work division in the educational activity. In the interviews with the two teachers, we observed that the usage of the book is closely related to the reason for teaching Chemistry and to the students involved in this activity.