Plataformização e a formação de professores das ciências da natureza: interfaces com as mídias audiovisuais e sonoras

Abstract

In Digital Culture, audiovisual and sound productions are classic pedagogical artifacts adopted in practice in the classroom. Immersed in this context is the process of mediation of these digital artifacts in educational environments permeates an articulation between the initial/continued training of teachers in the face of the growing training demands of a platform society dependent on services made available by such digital means. In this sense, the question is: how can audiovisual and sound media figure, in a safe and non-instrumental way, in the initial training of Natural Sciences teachers in view of the mechanisms engendered in the dynamics of Platformization? For this, the present research aimed to analyze how the different fields of force interfere in the formation of undergraduate students in Biology, Chemistry and Physics when interacting with platformized audiovisual and sound media. For this, this study followed Habermas' Acting-Communicative Theory, dialoguing with the new infocommunicational structures driven by Digital Platforms. In this sense, this multipaper study followed the qualitative method, with the participation of 30 participants formed by professors (4) and students (11) of the Degrees in Biology, Chemistry and Physics of the Federal University of Bahia (UFBA), in addition to content creators digital (15) of science communication podcasts. The methodological procedures adopted were of the bibliographic type (a systematic review; a documental analysis and a theoretical study) and of the empirical type (with the other two articles based on semi-structured interviews), totaling five articles. For the systematization of the information produced, the IRaMuTeQ software was used, which helped in the process of Critical Discourse Analysis proposed by Norman Fairclough. With regard to ethical aspects, it is also worth pointing out that the present study was guided by the ethical principles of research, with approval granted by CEPEE of UFBA (Opinion No. 4248666). In this way, the set of productions present in this thesis raised discussions and criticisms around the essentially instrumentalizing character still present in the scientific literature of Biology, Chemistry and Physics in the face of the interaction with digital technologies; the heightened focus around approaches like Steam and CTSA; curricular structures of the undergraduate degrees in Nature Sciences (from the main universities in Brazil, in addition to UFBA itself), lacking in components aimed at the digital demands of their students, in addition to the training challenges of undergraduates during Remote Teaching, as in the case of fellows from the Residency Pedagogical. Such obstacles meant directing the teaching process to other digital artifacts, such as podcasts aimed at scientific dissemination, along with new forms of evaluation of the training context in question and the elaboration of projects or teaching plans adapted to the phenomenon of Platformization, systematized here through of the relations and elements suggested in the Construction Model of Apparent Digital Identities (MCIDA). Therefore, the platformized characteristics of contemporary society contaminate the educational field both in thinking and in teaching, however caution is still needed when dialoguing with such digital means that dataficate and performatize their end users, as teachers already in action and future teachers, including, in this case, those in the field of Natural Sciences.