Banca de DEFESA: MATEUS ESTEVES DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MATEUS ESTEVES DE OLIVEIRA
DATE: 11/12/2023
TIME: 13:30
LOCAL: VIRTUAL
TITLE:

LEARNING FRACTAL: motivation, autonomy, and interaction in teaching and learning under the complexity paradigm

KEY WORDS:

Complexity; Motivation; Autonomy; Interaction; Fractal; Learning fractal.

PAGES: 256
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

In this Ph.D, dissertation, we aim to demonstrate, based on the Complexity paradigm, the relationship between motivation, autonomy, and interaction — which we consider fundamental in knowledge construction — to argue for the thesis that the articulation and interconnection of these three factors characterize what we call the 'learning fractal.' To achieve this, we start with a reflection on the complex thinking of philosopher Edgar Morin and the theories that make up this paradigm, such as Complex Adaptive Systems from the perspective of Larsen-Freeman (1997), Larsen-Freeman and Cameron (2008), Bertalanffy (2010), Paiva and Nascimento (2009); Chaos theory (Lorenz, 1993; Gleick, 1989) and Fractals (Mandelbrot, 1967, 1982, and 1998), also known as Chaos Geometry. In this sense, in order to correlate them with recurring learning theories in the current educational field, we build a theoretical framework based on Piaget (1973, 1976, 1999) regarding interaction with the environment and object; Vygotsky (1984, 2001, 2005) on interaction with the social environment; Freire (2017) concerning the student's prior knowledge and autonomy; and Long (1983) and Ellis (1999) regarding the Interaction Hypothesis. This theoretical foundation is based on concepts from the complexity paradigm that also support the discussion of the use of Complex Adaptive Pedagogical Interaction Dynamics (DIPAC) as an innovative pedagogical design. Additionally, with the aim of identifying and describing the learning fractal underlying these theoretical approaches and DIPAC, we collected data from teachers in the state basic education system of Minas Gerais within the Metropolitan Regional Education Office A in the years 2022 and 2023. To do this, we offered continuous teacher training to this region, focusing on the use of DIPAC and active methodologies. The research's generative problem stemmed from the need to overcome the barriers of linear school culture. Teachers and researchers, immersed in the challenging reality of social, economic, historical, and political factors, are challenged to adopt pedagogical practices that not only break with the traditionalist paradigm of education but also motivate students to seek and construct knowledge autonomously and meaningfully. In this context, motivation stands out as a fundamental factor in teaching and learning processes, whose understanding goes beyond identifying its manifestation. The thesis argues for the need for teachers to develop knowledge about students' learning styles to stimulate them in the autonomous pursuit of knowledge and proposes the introduction of the Complexity paradigm in teaching practices, challenging fossilized beliefs about teaching and learning. We also argue that educational processes are inherently influenced by social, economic, historical, and political circumstances, as well as by the experiences of students and teachers. The outlined objectives point towards investigating evidence of fractal geometry in the relationships between motivation, autonomy, and interaction in teaching and learning processes. The methodology involves correlating the pedagogical design of DIPAC with these factors, categorizing characteristic traits of Complexity in teachers' narratives, and identifying evidence of fractal geometry in the data generated for the research. The results, obtained through electronic questionnaires and semi-structured interviews, were analyzed following the methodological principles of Content Analysis (Bardin, 2016) and systematized into 11 analysis categories. After this work, we were able to illustrate the concept of the learning fractal, thus demonstrating that learning occurs through the relationship between motivation, autonomy, and interaction, stimulating and developing student agency in the formation of their own knowledge. In the conclusion, it was demonstrated that the research achieved its objectives by correlating fractal properties with learning, highlighting complex features in DIPAC, and the importance of active methodologies in education, proposing to overcome traditional teaching and thus encouraging student agency aligned with national educational guidelines. Moreover, it concludes with the proposal of the concept of the learning fractal and its applicability in different levels and modalities of education, emphasizing the importance of continuous teacher training and investments in transforming the Brazilian educational system. The research not only identifies challenges but also suggests theoretically grounded solutions to enhance the educational landscape of the country.

COMMITTEE MEMBERS:
Externo à Instituição - ALVARO JOSÉ DOS SANTOS GOMES - UFMS
Externo à Instituição - ANTÔNIO DUARTE FERNANDES TÁVORA - UFC
Interno - LUIZ ANTONIO RIBEIRO
Externo à Instituição - MAURÍCIO TEIXEIRA MENDES
Externa à Instituição - RITA DE CÁSSIA AUGUSTO
Externa à Instituição - VERA LÚCIA MENEZES DE OLIVEIRA E PAIVA - UFMG
Presidente - VICENTE AGUIMAR PARREIRAS
Externa à Instituição - WALKYRIA ALYDIA GRAHL PASSOS MAGNO E SILVA - UFPA