Análise microgenética de processos de ensino-aprendizagem em aulas de Física conduzidas em ambientes de aprendizagem colaborativa

• Ano de defesa: 2017
• Autor(a) principal: Joao Paulino Vale Barbosa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ambientes de aprendizagem colaborativa; Teoria sociocultural; Redescrição representacional; Ensino-aprendizagem de física; Mecanismos de cognição compartilhada; Educação; Aprendizagem; Fisica Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUBD-AW7L2T

Based on Vygotsky's general genetic law of cultural development and other concepts of sociocultural theory, we investigated cognitive strategies whose descriptions could point out ways of socializing knowledge in collaborative learning activities. Contributions of theoretical nature consider that collaborative learning environments, such as those circumscribed by introductory Physics tutorials, stimulate the students' protagonism by promoting an intensification of social negotiations of personal senses attributed to mediating cultural artifacts. In this context, the research object was defined as the intersubjective relations which are established in the sociogenetic meaning networks, mediated by cultural artifacts. With this definition, the preoccupation with learning as products of specific pedagogical strategies takes a back seat, while the research interest is focused on the learning processes instead of products. As a consequence, we sought to investigate processes in the microgenetic domain of intersubjective relations. In order to have access to events in this domain of human development, we proposed a theoretical-methodological framework based on the sociocultural theory and the microgenetic analysis. With this orientation, we investigated the context of Physics lessons, circumscribed by tutorials developed based on results of research in Physics teaching. The research was conducted in the second quarter of 2015, in a high school of the Federal System of Technical and Technological Education, in Belo Horizonte, Minas Gerais, Brazil, in a class of the second grade of the technical course of Industrial Automation. The Physics lessons, whose topic was electromagnetism, were conducted with students working in groups, in both laboratory and classroom lessons. Two of these groups were selected for the analysis, based on the high attendance of their members. Photographic recording of classroom and laboratory students notebooks were obtained. Based on the sociocultural theory and the representational redescription concept by Michael Tomasello, a framework of analysis was proposed to delineate episodes of potential interest, composed of an inflection event and a representational redescription event associated with certain underlying shared cognition mechanisms. This structure, called cultural cognition episode, was constituted as the main cultural artifact mediator of the researchers actions. Each cultural cognition episode was transcribed and commented on, characterizing inflection events and shared cognition mechanisms with indicators constructed during the initial phase of the research. With the analysis of the empirical material, we showed that the shared cognition mechanisms represent some modes of action with which the agents involved in sociogenesis respond to the demands of others and of the activity itself. In the final considerations, we defend, through reflections arising from the answers given to the research questions, the importance of the approximation between research and teaching, indicating a possible research agenda. We present arguments in favor of the embracing of microgenetic analysis with the objective to underpin strategies of teaching based on the students actions and answers, when they face problems in specific situations; As an example, a detailed description of the students difficulties on spatial reasoning in studying magnetic fields produced in coils and solenoids is presented. In the theoretical field, we defend the deepening of studies to evaluate the viability of the use of the cultural cognition episode as unit of analysis and the representational redescription process as explanatory principle, both considered in the microgenetic domain of human activity, developed in collaborative learning environments.