Investigações em Ensino de Ciências (Dec 2021)
Network of Senses in Physics Teaching Training: Theory of Activity as a Methodological Theoretical Framework
Abstract
This article has as subjects undergraduates in Physics from the sixth semester, aiming to follow the movement of appropriation of Teaching Knowledge after having completed the disciplines of Physics Teaching Activities offered by the Licentiate Degree in Physics course. The research, in a broader sense, is based on the Theory of Activity (AT) framework developed by Leontiev (1978), aiming to understand the personal guiding sense of the "reasons" that lead to the development of an "activity", namely, the Teaching activity. In the meantime, the objective of this work was to understand how the development of this state of consciousness of the undergraduates takes place when mediated by the knowledge and knowledge related to human teaching, developed in the disciplines of Physics Teaching Activities. The research starts from the following question: after taking the four disciplines of Physics Teaching Activities (400h), how do undergraduates perceive themselves in Teaching Activity as a result of these training processes? We understand that the Activity Theory (AT) will allow us to look at the mediational processes of internalization of concepts and appropriation of teaching knowledge developed during an undergraduate course. These, according to the Activity Theory, are constitutive of the subjects' object consciousness, which can be identified through a network of Senses, which each student weaves along the path of their meanings, based on the experienced social context; Personal, professional and academic sense; and, for the intellectual development that constitutes the “collective activity”. Thus, we understand that Human Activity is an internal flow totally influenced by the external environment, however, they are processes of our social conscience, which refract the personal meanings of each individual in relation to their objects.
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