Aprendizado de fronteiras em uma transformação curricular sensível ao gênero no Zimbábue: uma abordagem baseada na teoria da atividade
DOI:
https://doi.org/10.18593/r.v42i3.14215Palavras-chave:
CHAT, Aprendizado de fronteiras, Sensível ao gênero, Transformação curricularResumo
Neste artigo tem-se como objetivo compartilhar informações sobre o processo de aprendizagem de fronteiras, em uma iniciativa de transformação curricular no Zimbábue. Baseia-se nas lentes dialéticas da Teoria Histórico-Cultural da Atividade (CHAT). As ações epistêmicas de aprendizagem de fronteiras foram projetadas/interpretadas usando pressupostos da CHAT de dupla estimulação, sistema de atividade e aprendizado expansivo. Os principais achados são dois tipos de aprendizagem de fronteiras: individual e institucional. A individual está concentrada em questionar e enfrentar as tensões em práticas atuais em termos de currículo individual. A institucional refere-se a relações colaborativas entre os níveis hierárquicos do sistema de ensino de professores no Zimbábue. Aponta-se para a necessidade de maior rigor teórico e conceitual em estudos de transformação curricular, argumentando a atenção cuidadosa em evidências empíricas de transformação/transgressão de práticas atuais em qualquer processo de aprendizado expansivo. Também é necessário pensar em lacunas nas políticas públicas, especialmente no desenvolvimento curricular.
Downloads
Referências
AIKENHEAD, G. Whose scientific knowledge? The colonizer and the colonized. Counterpoints, v. 210, p. 151-166, 2002. Available from: . Access on: Jan. 03 2002.
AKKERMAN, S. F.; BAKKER, A. Boundary crossing and boundary objects. Review of Educational Research, v. 81, i. 2, p. 132-169, Jun. 2011.
AKKERMAN, S. F.; VAN EIJCK, M. Re-theorising the student dialogically across and between boundaries of multiple communities. British Educational Research Journal, v. 39, i. 1, p. 60-72, Feb. 2013.
BLACKER, F.; CRUMP, N.; MCDONALD, S. Organizing processes in complex activity networks. Organization Articles, v. 7, i. 2, p. 277-300, 2000.
BOLAND JUNIOR, R. J.; TENKASI, R. V. Perspective Making and Perspective Taking in Communities of Knowing. Organization Science, v. 6, i. 4, p. 350-372, Aug. 1995.
CLEGGY, A. Girls into science: a training module. Paris: Unesco, 2007.
CHIKUNDA, C. Assessing the level of gender awareness of science teachers: the case of Zimbabwe’s two education districts. African Journal of Research in Mathematics, Science and Technology Education, v. 14, i. 3, p. 110-120, 2010.
CHIKUNDA, C. Exploring and expanding capabilities, sustainability and gender justice in Science Teacher Education: case studies in Zimbabwe and South Africa. 2013. Thesis (Doctorate of Philosophy)–Rhodes University, Grahamstown, 2013.
CHIKUNDA, C. Identifying tensions around gender-responsive curriculum practices in science teacher education in Zimbabwe: an activity theory analysis. African Journal of Research in Mathematics, Science and Technology Education, v. 18, i. 3, p. 264-275, Sep. 2014.
CHIKUNDA, C. Surfacing contradictions around gender responsive curriculum practices in science teacher education in Zimbabwe. In: SELAU, B.; CASTRO, R. F. de (Ed.). Cultural-historical approach: educational research in different contexts. Porto Alegre: Ed. PUCRS, 2015. p. 61-72.
DANIELS, H. Institutional culture, social interaction and learning. Learning, Culture and Social Interaction, v. 1, i. 1, p. 2-11, 2012.
ENGESTRÖM, Y. Enriching the theory of expansive learning: Lessons from journeys toward coconfiguration. Mind, Culture, and Activity, v. 14, i. 1-2, p. 23-39, Dec. 2007.
ENGESTRÖM, Y. Expansive learning at work: Towards an activity theoretical re-conceptualization. Journal of Education and Work, v. 14, i. 1, p. 133-156, Aug. 2001.
ENGESTRÖM, Y.; MIETTINEN, R. Introduction. In: ENGESTRÖM, Y.; MIETTINEN, R.; PUNAMAKI, R. L. (Ed.). Perspectives on Activity Theory. New York: Cambridge University Press, 1999.
ENGESTRÖM, Y. New forms of learning in co-configuration work. In: WORK MANAGEMENT AND CULTURE SEMINAR, 2004, Califórnia. Annals... Califórnia, 2004.
ENGESTRÖM, Y.; SANNINO, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, v. 5, i. 1, p. 1-24, 2010.
ENGESTRÖM, Y. Studies in expansive learning: learning what is not yet there. New York: Cambridge University Press, 2016.
FORUM FOR AFRICAN WOMEN EDUCATIONALISTS. Bringing gender-responsiveness to African education: advocacy, action and impact (FAWE Annual Report 2007). Nairobi: FAWE, 2008.
KALU, I. Classroom interaction in physics lessons, relative to students’ sex. African Journal of Research in Mathematics, Science and Technology, v. 9, i. 1, p. 55-66, Aug. 2005.
KEROSUO, H.; ENGESTRÖM, Y. Boundary crossing and learning in creation of new work practice. Journal of Workplace Learning, v. 15, i. 7-8, p. 345-351, 2003.
MARKOVA, I. Dialogicality and social representations: the dynamics of mind. Cambridge: Cambridge University Press, 2003.
MORNA, C. L.; NYAKUJARAH, L. J. (Ed.) SADC Gender Protocol Barometer. Johannesburg: Gender Links, 2011.
MUKUTE, M. Intergrating sustainability in school curriculum and practice: thae case of the schools and colleges permaculture programme in Zimbabwe. In: ICID+18, 2010, Fortaleza. Annals... Fortaleza, 2010.
PEAL, D.; WILSON, B. Activity theory and web-based training. In: KHAN, B. H. (Ed.). Web-based training. Englewood Cliffs, NJ: Educational Technology Publications, 2001. p. 147-153.
ROTH, W.; LEE, Y. Vygotsky’s neglected legacy: cultural historical activity theory. Review of Educational Research, v. 77, i. 2, p. 86-232, Jun. 2007.
SANNINO, A. From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, v. 15, i. 3, p. 234-257, 2008.
SCOTT, D. Critical essays on major curriculum theorists. London: Routledge, 2008.
SELAU, B.; CASTRO, R. F. de. (Org.). Cultural-historical approach: educational research in different contexts. Porto Alegre: Ed. PUCRS, 2015.
SHOTTER, J; KATZ, A. M. ‘Living moments’ in dialogical exchanges. Human Systems: The Journal of Systemic Consultation and Management, v. 9, i. 2, p. 81-93, 1999.
SINNES, A. T. Approaches to gender equity in science education: Three alternatives and two examples. African Journal of Research in Mathematics, Science and Technology Education, v. 10, i. 1, p. 1-12, 2006.
STAR, S. L. This is not a boundary object: Reflections on the origins of the concept. Science, Technology and Human Values, v. 35, i. 5, p. 601-617, Aug. 2010.
UNTERHALTER, E.; NORTH, A. Responding to the gender and education. Millennium Development in South Africa and Kenya: Reflections on education rights, gender equality, capabilities and global justice. Compare: A Journal of Comparative and International Education, v. 41, i. 4, p. 495-511, Jun. 2011.
VASILYUK, F. E. The psychology of experiencing: an analysis of how critical situations are dealt with. Moscow: Progress, 1988.
VIRKKUNEN, J.; NEWNHAM, D. S. The Change Laboratory A Tool for Collaborative Development of Work and Education. Taipei: Sense Publishers, 2013.
VYGOTSKY, L. Mind in society: the development of higher psychological processes. Cambridge: Havard University Press, 1978.
WARMINGTON, P. et. al. Learning in and for interagency working: TLRP Annual Progress Report. Bath: University of Bath, 2005.
ZIMBABWE. Millennium Development Goals Status Report. Republic of Zimbabwe, 2010.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Declaração de Direito Autoral
Os autores mantêm os direitos autorais e concedem à Revista o direito de primeira publicação, com o trabalho licenciado simultaneamente sob uma Licença Creative Commons – Atribuição – 4.0 Internacional.
