Educação integral em tempo integral e desenvolvimento humano histórico-cultural

Abstract

Affiliated with the research line Teacher Education: Educational Knowledge and Practices and with GEPEVI – Vygotsky School Study and Research Group, and funded by FAPESC – Research and Innovation Support Foundation of the State of Santa Catarina, the present study is developed along the following lines: Grounded in the Cultural-Historical Theory of human development (CHT), for which school education constitutes a privileged locus for the "development of theoretical thinking" as a phenomenon exclusive to the human species, the present research took as its main context school education organized from the perspective of full-time integral education within the early years of elementary school and, in this scenario, sought to examine the relationship between such a context and the formation of theoretical-conceptual thinking in children attending a fifth grade of elementary school. Accordingly, it adopted the following problematizing question as its reference: How does the development of theoretical-conceptual thinking occur from the perspective of the Cultural-Historical Theory, and what implications arise from it for school pedagogical praxis in a context of full-time integral education? In terms of its object, the study was guided by the general objective of characterizing the development of theoretical-conceptual thinking from the perspective of the CHT and the implications arising from it for school pedagogical praxis in a context of full-time integral education. Stemming from this object, the investigation was oriented by research questions such as: I.) What is conceptual thinking and how does its development occur within the scope of the Cultural-Historical Theory? II.) What implications arise from it for pedagogical practice within the scope of full-time integral education? III.) Does the microgenetic analysis of the records produced by the students reveal indications of the development of conceptual thinking, in consonance with the Cultural-Historical Theory? These questions, arising from the main problem, also constituted the specific objectives of the reported research, oriented toward: I.) understanding and systematizing the definition of conceptual thinking according to the foundations of the Cultural-Historical Theory; II.) analyzing the implications of the concept of conceptual thinking, as defined by the Cultural-Historical Theory, for pedagogical practice; III.) identifying indications of such development in a context of full-time integral education, in children attending a fifth grade of elementary school. In methodological terms, the study finds in historical-dialectical materialism the theoretical-epistemological foundation that sustains the collection of empirical data, the analysis, and the systematization arising from the research findings. Consistent with this foundation, the research procedures are anchored in the microgenetic approach to investigation, oriented toward singular processes of learning and development of complex, typically human modes of thinking—which, within the theoretical-methodological scope that supports us, constitutes the fundamental role of school education. Thus, two data collection instruments were privileged: a.) a notebook distributed to each student, in which they recorded their understandings and learning about the content under study at that moment; and b.) my active observation, both in the classroom and in spaces outside it, with the intention of identifying changes in social practices resulting from the ongoing studies, which, at the time of data collection, were centered on the concepts of cooperation and diversity. The results achieved through this movement allow us to infer that: I.) scientific concepts do not emerge spontaneously from social practice or from the children's immediate needs; II.) the microgenetic analysis of the individual learning notebooks and of the narratives produced revealed a mode of thinking situated predominantly at the stage of generalization by pseudoconcepts; III.) a recurrent mismatch between discourse and practice persists.