Banca de QUALIFICAÇÃO: MATEUS ESTEVES DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : MATEUS ESTEVES DE OLIVEIRA
DATE: 23/09/2022
TIME: 14:00
LOCAL: online - RNP vicenteparreiras
TITLE:

LEARNING FRACTALS: motivation, autonomy and interaction in teaching and learning under the paradigm of Complexity

KEY WORDS:

Complexity; Motivation; Autonomy; Interaction; Fractal.

PAGES: 137
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

In this work, evidence, through the Complexity paradigm that exists between the foundations, seeks knowledge construction elements —autonomy and interaction— and build an idea of articulation and linkage between these factors as a fractal learning. To do this, we start from a reflection on the thought of the philosopher Edgar Morin and the complex theories of the philosopher Edgar Morin, such as Complex Adaptive Systems, Chaos and Fractals, also known as Geometry of Chaos. In this sense, to relate them to the most recurrent educational theories of learning in the environment and with the object; in Lev Vygotsky, on the interaction with the social environment; in the educator Paulo Freire, in terms of prior knowledge and the autonomy of the student; in Krashen: input hypothesis; in Merrill Swain: Exit Hypothesis; in Michael Long and Rod Ellis: interaction hypothesis. In addition, with the aim of identifying and possible learning fractals that underlie these theories and DIPAC (Complex Adaptive Pedagogical Interactional Dynamics), with a view to pedagogical actions from a fractal proposal in the instructional project that underlies DIPAC, we intend to carry out this research with Education of the basic education of the state of Minas Gerais inserted in the regional trend of metropolitan education A, applying the DIPAC responses in their responses to metropolitan education in their online responses and semi-structured interview on this experience. The learning process as a Complex Adaptive System and its proximity to Chaos through a theoretical foundation that there the foundational paradigm discusses Complexity and the pedagogical approach aimed at structured learning from the pedagogical perspective, autonomy and possible pedagogical interaction. At the same time, we intend to contribute substantially to the structuring of basic education, mainly by reinforcing the centrality of the student in the planning of pedagogical practices and the role of the teacher as a mediator of interactions.

BANKING MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Externa à Instituição - WALKYRIA MAGNO E SILVA
Externo à Instituição - ALVARO JOSÉ DOS SANTOS GOMES - UFMS
Externa à Instituição - RITA DE CÁSSIA AUGUSTO - UFMG