Didática no ensino superior : o ato de ensinar com pesquisa na perspectiva do inédito viável

Abstract

Recent studies have shown that Didactics in Higher Education has been marked by the separation between teaching and research, being conceived, in many cases, under an academicist bias of knowledge transmission that empties the meanings and senses of undergraduate courses ¿ and specifically the Pedagogy course ¿ in the professional, citizen, and human formation of its students. Starting from these marks and seeking to overcome them, this thesis research is guided by the question: what are the possibilities for teaching with research to be potentiator of the emancipatory didactic act, in the formation in Pedagogy, unveiling the unknown viable for the participating subjects? Therefore, it defines as main objective: identifying possibilities to unify dialectically teaching and research in the emancipatory didactic act ¿ as a teaching practice in Higher Education ¿, based on the principles of Freirean pedagogy and assuming the category of the unknown viable as structuring. This qualitative research, whose epistemological bases are close to historical materialist dialectics, adopts the following theoretical categories of analysis: totality, historicity, contradiction, and mediation. The research-formation, based on Freire, was the methodological posture for the collective study of the act of teaching with research in the perspective of unknown viable, in which the participating subjects were the teacher/researcher and a class of students of the Pedagogy course of the Catholic University of Santos. The classes of the subjects Fundamentals and Practice of Literacy and Content and Methodology of Portuguese Language Teaching were constituted as space/time of research, during a two-year longitudinal follow up. The ensinagem, in the perspective defended by Pimenta and Anastasiou, as well as by Vigotski, was the concept-synthesis for the dialectic unit teaching and learning. The construction of the corpus for the analyses took place through reflective registers of classes and procedural evaluations. Both instruments were elaborated by the participants and organized in two collective portfolios of teaching formation. In this way, the research-formation was developed in line with a participative, transformative, and emancipatory approach, according to critical didactics. The historicity of the research-formation was analyzed by the dialogical metarreflexion, according to Bakhtin, allied to the systematization of nuclei of meaning, supported by Aguiar and Ozella, which allowed the apprehension of the senses constituted by the participants. The analyses revealed that the dialogical process experienced allowed the subjects to understand and overcome the contradictions professor X student, transmissive class X dialogued class, theory X practice, teaching X research, typical of the technical-instrumental didactic conception. The study concluded reflecting that teaching with research in the perspective of unknown viable is a humanized way for the university didactic act to be emancipatory and free the subjects ¿ teacher and students ¿ from passivity to reveal themselves as producers of knowledge.