Representações sociais sobre protagonismo estudantil na práxis de professores(as) de ciências da natureza e suas tecnologias

Abstract

In this study, we uphold student protagonism as a way to overcome the impositions of the neoliberal system. At first, it may seem contradictory since the term originates from texts produced by international organizations. However, our resistance manifests itself in the search for new theoretical and practical meanings; prompt in the sowing of a pedagogical project of a participatory nature (from the elaboration to the evaluation of results); as well as in the rescue of teaching also captivating and emptied of its essence. We believe in a protagonism that provides youth emancipation and not limitation to financial or social issues. The problem that motivated us is related to the lack of autonomy of teachers and students in the educational process. The general objective of the research is to identify and analyze the social representations (SR) of teachers in the area of Natural Sciences and their Technologies (CNT) about student protagonism, challenges for their development and the main implications for their pedagogical practices. The methodology is qualitative in nature, with a participatory research design. Data were collected through the development of a questionnaire that comprised the initial diagnosis and the organization of a focus group for in-depth investigations. We used the pedagogical practice diary (DPP) as a data source and guide for the investigations. The analyses were carried out with the help of the Theory of Social Representations (TRS) and Content Analysis (CA), since both are dedicated to the study of communication processes, presenting completeness and contributing to the consistency of the products. The triangulation of the data allowed us to understand the reality from different angles. We recognize the interdisciplinary nature of protagonism and infer that this is one of the aspects that hinders its development, since it is related to the lack of work that contemplates this perspective. We emphasize the importance of micropolicies in the constitution of real spaces for the construction of collective and interdisciplinary pedagogical projects within the school. We perceive that student protagonism suffers devitalization and in teaching, implicitly, it is censored. The “efficient” teacher complies with the requests of the SEE/MG, executes the established plans and transmits the necessary knowledge for students to succeed in external assessments. The SRs guide the teachers' praxis and therefore gain materiality. Although there was resistance on the part of the participants, we concluded that their SRs on student protagonism did not stray from the parameters established by the BNCC. The interactions in the field of study allowed us to identify different levels of protagonism in teaching praxis. Namely, the most recurrent ones are frequent and surprising protagonism, and the occasional ones are insistent and transcendent protagonism. We hope that the tripod of SR, praxis and curriculum can contribute to the development of ultimate protagonism in the teaching and learning process. Our results are useful to other Basic Education teachers who find themselves in similar contexts to support reflections aimed at improving their pedagogical praxis. Furthermore, studies of this nature favor the ongoing training of teachers in the area of CNT.