Relações discursivas na compreensão de processos biológicos sistêmico-complexos em uma rede social : contribuições para a formação do docente universitário

Abstract

This research is about non-institutionalized development of a professor group considering a complex-systemic Biology perspective. The present object was to analyze how the participants articulated their individual knowledge to promote the comprehension of a Case in which the protagonist was the comic strip character Garfield. This work is limited in the context of a doctoral thesis entitled “Formação de docentes universitários: um complexo de interações paradigmáticas” (Brayner-Lopes, 2015) which had its methodological steps guided the Modelo das Múltiplas Perspectivas (MoMuP). The first methodological step, it created a secret privacy group (GE - Glicemia) in Facebook. The Facebook group GE-Glicemia was constituted by 11 participants who developed distinct roles according the initial intent of participation and the positions taken in the discussions. The second methodological step involved the construction of individual conceptual schemes, culminating in the construction of a collective conceptual scheme. The analytical focus of this thesis was the discursive process performed Facebook. The obtained data was analyzed according to the Semiolinguistic Theory (ST), in three complementary perspectives: (a) Observation of the aspects which composed the communicative contract in the online study group. It was possible to infer that GE-Glicemia group has been configured as a discursive space of exchange and meaningful production where partners of communicative acts were able to assume specific roles and interact with relevance, creating influence and persuasion strategies. They also established internal control processes for the speeches created in the group; (b) Analysis of the identifying features in each one of the research participants, which allowed understanding some formative features about themselves and how they recognize Garfield character according to their own individuality; (c) The professor argumentative speeches created an analysis corpus, considering the conceptual statements made by them as well as the observed pedagogical aspects. This moment in the analysis articulated their understanding features and the retention of explicit and implicit (assumption and implied) speech, pointing articulations between the paradigms of Science and the paradigms of teaching practice. The professors developed their speeches creating close relationships between their training and the conducted conceptual and pedagogical articulations. That promoted reflection about the formative role in the teaching perspective as well as the possibilities to promote innovative approaches to higher education.