Currículo e mudança subjetiva do professor no processo formativo: a curadoria de conhecimento para a educação científica e tecnológica humanizadora

Abstract

The present research, submitted to the Program of Scientific, Educational, and Technological Formation (PPGFCET) at the Federal Technological University of Paraná (UTFPR), within the line of Pedagogical Practices and Teachers Training in Science and Mathematics Education, poses the question: can knowledge curation as a new dynamic in teacher training, considering singularity, ontological, historical, and cultural values that provoke reflective and emotional involvement, promote subjective change related to the curriculum of scientific and technological education? This study aimed to comprehend how knowledge curation, within the context of teacher training on the curriculum of Scientific and Technological Education, can induce changes in teachers’ subjective productions. It adopted a qualitative constructivist-interpretative method exclusive for studies of subjectivity from a cultural-historical perspective, exploring an extension course conducted for continuous education in a federal institution with six active teachers. The main theoretical contributions were Knowledge Curation and the Theory of Subjectivity, explicitly referenced in the text. Research instruments included conversational dynamics, multiple expression, and sentence completion. Observations indicated subjective changes in teachers regarding their perception, reflection, and relationship with the curriculum of Scientific and Technological Education. Through knowledge curation, teachers could perceive new pedagogical approaches, recognizing the curriculum not as a static and deterministic document but as the dynamic reflection of human actions, including pedagogical actions and societal demands, extending beyond school content to encompass broader and more complex aspects such as affective, emotional, spiritual, cultural, etc. The curriculum, when recognized as a living element of education, can be the starting point for reflective and attitudinal changes in teachers towards a humanizing education. Knowledge curation emerged as a potent alternative to promote this perception, causing subjective changes in teachers. Thus, for teacher training aligned with the digital reality and the demands of current Scientific and Technological Education, it is crucial to consider practices that mobilize the teacher’s subjectivity, viewing them as a producer rather than a reproducer of content, making them an active and reflective individual in human development. As a research outcome, an Educational Process was conducted, understood as a methodological guideline for teacher training through knowledge curation, with the potential to mobilize and induce subjective changes in teachers.