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O laboratório dos novos tempos e suas práticas pedagógicas
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Abstract(s)
Esta pesquisa enfoca a inovação pedagógica nas práticas docentes produzidas no
Projeto Laboratório dos Novos Tempos (PLNT), cuja iniciação científica de jovens se
pauta na ação formativa, sob a perspectiva da educação tecnológica, através de
laboratório maker, assente em situações vivenciais de problematização dos
fenômenos científicos multidisciplinares disseminados na cultura contemporânea. O
objetivo é compreender as práticas pedagógicas do PLNT desenvolvidas pelos
sujeitos que tornam fundantes novos modelos de produção de conhecimento. Essas
práticas pretendem valorizar a interação, construção, autonomia e a criatividade −
um fazer pedagógico que possibilita a construção/desconstrução/reconstrução do
conhecimento. As experiências educativas dos estudantes se ampliam sob uma
prática que transcende a sala de aula, descentraliza o conhecimento, tornando o
aluno articulador das ações desenvolvidas. Parte-se do pressuposto de que as
tecnologias fundamentam uma potencialidade expandida de com-versação e
formação permitindo a interação dos sujeitos envolvidos no projeto. No percurso
metodológico, optamos pela pesquisa qualitativa de cunho etnográfico no PLNT com
entrevistas semiestruturadas e depoimentos em grupos focais.A análise dos dados
revela que as práticas pedagógicas adotadas, explorando o universo da cibercultura
como ferramenta de produção de conhecimento e de promoção das condições
sociopolíticas dos atores e atrizes envolvidos, tornam o fazer pedagógico uma ação
inovadora, haja vista que o conhecimento não está restrito e isolado à
disciplinaridade, nem na centralidade do professor. Esse espaço escolar fomenta a
cooperação, compartilha experiências, proporciona e estimula competências na
produção de conhecimentos através de múltiplas linguagens. Os resultados indicam
que não apenas as transformações no campo tecnológico promovem a mudança de
paradigma na educação, mas o compromisso com uma prática pedagógica
inovadora pode criar outras possibilidades de construção do conhecimento. Sob
esse prisma, a investigação permitiu concluir que a prática pedagógica adotada nas
ações formativas do PLNT se configura como inovadora.
This research focuses on the pedagogical innovation in teaching practices produced in Projeto Laboratório dos Novos Tempos (PLNT – Laboratory of New Times Project), whose scientific initiation of young people is guided by a formative action, under the perspective of technological education, through the laboratory maker, based on problematizations of multidisciplinary scientific phenomena spread in our culture. Our objective is to understand PLNT’s teaching practices developed by individuals who make new models of knowledge production fundamental. These practices intend to add value to interaction, construction, autonomy and creativity – a pedagogical practice that makes the construction/deconstruction/reconstruction of knowledge possible. The students’ educational experiences are expanded beyond the classroom; this practice decentralizes knowledge and makes them the organizers of the actions. It is assumed that technologies support an expanded potentiality of conversation and training allowing interaction between the individuals involved in the project. Regarding methods, we opted for ethnographic qualitative research in PLNT with semi-structured interviews and statements in focal groups. Data analysis reveals thatthe teaching practices adopted, exploringthe cyberculture universeas a tool ofknowledge productionand promotionof sociopolitical conditionsof the actors involved,make thepedagogical practicean innovative action, asknowledgeis not isolated and restricted to schoolsubjects, or to the central importance of the teacher. This spacefosters cooperation, shares experiences andprovides and encourages competencesin knowledge productionthrough multiple languages. The results indicatethatnot onlythe transformations in thetechnological field promotea paradigm shiftin education, but thecommitment toan innovative teaching practicecan createother possibilities ofconstruction ofknowledge. In this light, the investigationallowed for the conclusion thatthe teaching practiceadopted in PLNT’s formative actionsis configured as innovative.
This research focuses on the pedagogical innovation in teaching practices produced in Projeto Laboratório dos Novos Tempos (PLNT – Laboratory of New Times Project), whose scientific initiation of young people is guided by a formative action, under the perspective of technological education, through the laboratory maker, based on problematizations of multidisciplinary scientific phenomena spread in our culture. Our objective is to understand PLNT’s teaching practices developed by individuals who make new models of knowledge production fundamental. These practices intend to add value to interaction, construction, autonomy and creativity – a pedagogical practice that makes the construction/deconstruction/reconstruction of knowledge possible. The students’ educational experiences are expanded beyond the classroom; this practice decentralizes knowledge and makes them the organizers of the actions. It is assumed that technologies support an expanded potentiality of conversation and training allowing interaction between the individuals involved in the project. Regarding methods, we opted for ethnographic qualitative research in PLNT with semi-structured interviews and statements in focal groups. Data analysis reveals thatthe teaching practices adopted, exploringthe cyberculture universeas a tool ofknowledge productionand promotionof sociopolitical conditionsof the actors involved,make thepedagogical practicean innovative action, asknowledgeis not isolated and restricted to schoolsubjects, or to the central importance of the teacher. This spacefosters cooperation, shares experiences andprovides and encourages competencesin knowledge productionthrough multiple languages. The results indicatethatnot onlythe transformations in thetechnological field promotea paradigm shiftin education, but thecommitment toan innovative teaching practicecan createother possibilities ofconstruction ofknowledge. In this light, the investigationallowed for the conclusion thatthe teaching practiceadopted in PLNT’s formative actionsis configured as innovative.
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Keywords
Práticas pedagógicas Tecnologia Educação Inovação pedagógica Pesquisa qualitativa Conhecimento Teaching practices Technology Education Pedagogical innovation Qualitative research Knowledge Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais