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Início Matriz Curricular Ementas Critical Research Methodologies: (Some) Cultural-Historical Perspectives

Critical Research Methodologies: (Some) Cultural-Historical Perspectives

UNIVERSIDADE FEDERAL DE SÃO PAULO

PROGRAMA DE PÓS-GRADUAÇÃO EDUCAÇÃO E SAÚDE NA INFÂNCIA E ADOLESCÊNCIA

Disciplina Optativa Mestrado e Doutorado: Critical Research Methodologies: (Some) Cultural-Historical Perspectives


1º semestre de 2021

Professor(es) Responsável(eis):

Laure Kloetzer (Université de Neuchâtel, Lauzane, Suíça)

Wanda Maria Junqueira de Aguiar (PUC-SP)

Sueli Salles Fidalgo (UNIFESP)

Dia da Semana: sexta-feira

Horário: 10 am  - 1 pm (Horário do Brasil) / 2 pm - 5 pm (Horário da Suíça)

Local: Online

Datas: 26 Fevereiro; 5 e 26 Março, 23 e 30 Abril, 7, 14, 28 Maio


Número de vagas: 30

Ementa

The course will focus on three different - albeit bearing some resemblance - research methodologies:  Activity Clinics, Transformation Research, Critical Collaborative Research. Their similarities lie on: (1) their focus on Cultural-Historical Theory; (2) their view on collaborative aspects of knowledge construction and (3) intervention as central for professional education. Some of their differences might include the positions taken by researchers and other participants, their view of data analysis, the professionals with which researchers tend to focus in their investigations, a more direct or indirect view of intervention-confrontation, among others.


Assessment: Will take place by two means: 50% of the mark will result from a 15-minute student oral presentation with PPT support of their own work, and 50% will  be divided into three parts: (1) two short (1-2 pages) collaborative reflective essays on the content of the course and (2) one short individual reflective essay assessing the overall teaching and learning. The collaborative essays will be published in a blog.


Bibliografia básica para consulta

AGUIAR, W. M. J. de. Consciência e atividade: categorias fundamentais da Psicologia Sócio-Histórica.In: BOCK, A. M. B.; GONÇALVES, M. G. M.; FURTADO, O. (Orgs.) Psicologia Sócio-Histórica- uma perspectiva crítica em Psicologia. São Paulo: Cortez, 2001, p. 95-110


__________. Reflexões a partir da psicologia sócio-histórica sobre a categoria consciência.  Cadernos de Pesquisa, No.110, p. 125-142, July/ 2000


AGUIAR, W.M.J. e BOCK, A.M.B. (orgs). A Dimensão Subjetiva do Processo Educacional: uma leitura sócio-histórica. São Paulo: Cortez, 2016


AGUIAR, W. M. J.; LIEBESNY, B.; MARCHESAN, E. C.; SANCHEZ, S. Reflexões sobre sentido e significado. In: BOCK, A. M. B.; GONÇALVES, M. G. M. A dimensão subjetiva da realidade:uma leitura sócio-histórica. São Paulo: Cortez Editora, 2009, p. 54-72


BREDO, E & FEINBERG, W. Knowledge and Values in Social and Educational Research. Filadélfia: Temple University Press. 1982.


CLOT, Y. (2009). Clinic of activity: the dialogue as instrument. Learning and expanding with activity theory, 286-302.


CLOT, Y., & KOSTULSKI, K. (2011). Intervening for transforming: The horizon of action in the Clinic of Activity. Theory & Psychology, 21(5), 681-696.


HALL, B.L. Participatory Research, Popular Knowledge and Power: a Personal reflection. In Convergence. 1981. 14 (3): 6.


KLOETZER, L. (2018). VET as transformative, collaborative research: Cross self-confrontation, dialogical artefacts, and the development of organizational dialogue in a Swiss factory. Nordic Journal of Vocational Education and Training, 7(2), 63-83.


MAGALHÃES, M. C. C. Pesquisa Crítica de Colaboração: Escolhas epistemológicas na organização e condução de pesquisas de intervenção no contexto escolar. In: ________ & FIDALGO, S. S. (orgs). Questões de método e de linguagem na formação docente. Campinas: Mercado de Letras. 2011.


MAGALHÃES, M.C.C. & FIDALGO, S.S. Reviewing Critical Research Methodologies for Teacher Education in Applied Linguistics. DELTA. São Paulo: 35 (3), 2019. pp. 1-19. https://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502019000300400&lng=en&nrm=iso&tlng=en


NUNAN, D. Action research in language education. In. EDGE, J. & RICHARDS, K. (Eds). Teachers develop teachers' research: papers on classroom research and teachers' development. Oxford: Heinemann. 1993. pp. 39-50.



 

abril/2009