The dynamics of controversies in the transformation of a Pedagogical Course Project: A study in the light of the Actor-Network Theory

Authors

DOI:

https://doi.org/10.33448/rsd-v10i5.15020

Keywords:

Actor-Network Theory; Pedagogical Course Project; Integrated High School; Controversies; Teaching.

Abstract

The investigation whose results we bring in this article sought to analyze the transformation of a Pedagogical Course Project, from the 2014 version to the 2018 version, of a Integrated High School, belonged to a campus of the Federal Institute of Paraná, Brazil. The aim of the research was to understand, from the conception of the Actor-Network Theory, the socio-educational aspects that influenced this transformation. Such Theory was assumed as a theoretical and methodological reference and made it possible to observe the social as a result of the relationship between humans and non-humans (actants) and how the controversies happened around a non-human, the PPC. Through the procedures indicated by the Content Analysis, we used fragments of protocols, interviews and reports to highlight controversies that were categorized as follows: methodology; training; autonomy; evaluation, and the formation of networks of actors in relation to which we dedicate ourselves to observe some elements: federal government; student; pedagogical proposal; teacher. The result was presented in the form of a documented report that shows the path from PPC2014 to PPC2018 and that led us to conclude that the existence of an actor is only possible in its support network. In the case analyzed, PPC2014 was not consolidated because it did not find a network to support it and, therefore, PPC2018 was the result of the network available in that context. A fact that led us to consider that the more peculiar the Pedagogical Course Projects are, the more specific the constituents of its support network will be.

Author Biographies

Sergio de Mello Arruda, Universidade Estadual de Londrina

Bachelor of Physics (USP, 1976), Master of Science Teaching (USP, 1994) and Doctor of Education (USP, 2001). He was a professor at the State University of Londrina (UEL) from 1978 to 2016. He was a Senior Visiting Professor at the Federal Technological University of Paraná from 2017 to 2019. He coordinated several research and extension projects funded by CNPq, CAPES, Vitae. He has several articles and papers published in Science and Mathematics Teaching. He has supervised several master's and doctoral dissertations in Science and Mathematics Teaching. Positions held: coordinator of the Program in Science Teaching and Mathematical Education at UEL (PECEM) from 2002 to 2004; director of the UEL Science and Technology Museum from 2009 to 2014; institutional coordinator of the PIBID / UEL project from 2009 to 2013; Dean of Extension at UEL from 2014 to 2016. He is currently: permanent professor at the Postgraduate Program in Science Teaching and Mathematical Education at the State University of Londrina (PECEM / UEL); permanent professor of the Graduate Program in Education at the State University of Northern Paraná (PPGEN / UENP); collaborating professor of the Postgraduate Program in Mathematics Teaching at the Federal Technological University of Paraná (PPGMAT / UTFPR). He is the leader of the research group EDUCIM, created in 2002 (http://educim.com.br/). Current lines of research: Teacher training in Science and Mathematics; Teaching and learning in Science and Mathematics; Relationship with knowledge in the classroom; Teaching action, student action and its connections. CNPq Productivity Scholarship - level 1D.

Marinez Meneghello Passos, Universidade Estadual de Londrina

Bachelor and Degree in Mathematics (UEL, 1981-1982), Master in Mathematics (UEL, 1989), Master in Education (UEL, 2004) and Doctor in Education for Science (Unesp, 2009). Professor at the State University of Londrina from 1982 to 2015. Since 2015 she has been a Senior Professor at the State University of Londrina, linked to the Graduate Program in Teaching Science and Mathematical Education (PECEM). Since 2017 she has served as a Collaborating Professor in the Graduate Program in Teaching (PPGEN) at the State University of Northern Paraná (UENP). She has several articles and works published in Mathematics Education and Science Teaching. She has supervised (and still supervises) several master's dissertations and doctoral theses in Teaching, Mathematical Education and Science Teaching. She has supervised (and still supervises) postdoctoral internships. She worked (and still works) in extension, teaching and research projects as coordinator and / or collaborator. Author of textbooks in Mathematics and Science for Elementary Education and Youth and Adult Education. She currently coordinates and collaborates with research projects. She is the leader of the research group EDUCIM, created in 2002 [http://www.educim.com.br/]. He is currently dedicated to the following lines of research: Qualitative Analysis; Teacher training; Informal Education; Teaching and Learning Mathematics and Science; Metacognition. She was a Productivity Scholar at the Araucária Foundation in the 2014-2016 period; Senior scholarship holder of the Araucária Foundation in the period 2016-2019.

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Published

10/05/2021

How to Cite

MARRONE JUNIOR, J.; ARRUDA, S. de M. .; PASSOS, M. M. . The dynamics of controversies in the transformation of a Pedagogical Course Project: A study in the light of the Actor-Network Theory. Research, Society and Development, [S. l.], v. 10, n. 5, p. e38610515020, 2021. DOI: 10.33448/rsd-v10i5.15020. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/15020. Acesso em: 18 apr. 2024.

Issue

Vol. 10 No. 5

Section

Education Sciences

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Copyright (c) 2021 Jayme Marrone Junior; Sergio de Mello Arruda; Marinez Meneghello Passos

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