Educação contemporânea - Análise de uma experiência disruptiva

Abstract

This work is the result of a master's research developed in the Postgraduate Academic Master's Program in Teaching in Science and Health - PPGECS of the Federal University of Tocantins - UFT, in the line of research Teaching in Science. The research seeks to analyze a disruptive experience in the Learning Community of Paranoá-DF from the following specific objectives: Identify the characteristics of the didactic-pedagogical proposals in the research locus school and Know the pedagogical experiences that are announced as disruptive in the Learning Community of Paranoá - DF. The following question was pursued: What experiences proposed in the Learning Community of Paranoá-DF are announced to be disruptive ? The guiding theoretical framework and whose conversations, in their plurality, helped to weave the conceptual network that supports this research were: the theories of disruptive innovation, by Clayton Magleby Christensen (2012) and the dialogue with Robinson (2019), Moran (2014), Figueiredo (2021), Demo (2005;2009), with regard to contemporary pedagogical proposals . The concept of disruptive education coined by Christensen is assumed in the perspective of overcoming secular educational models. The research corpus was produced in the semi- structured interview with CAP's school management, in the documentary collection and digital media. The Discursive Textual Analysis - DTA, developed by Moraes and Galiazzi (2007) was used as an analysis tool associated with the MAXDA-2022 software. The development and analysis of the research highlighted challenges for the consolidation of more disruptive experiences in CAP and enabled the design of an infographic with twelve goals that corroborate with the disruptive movement more adjusted to contemporary education.