A invenção de um cadáver como dispositivo complexo de aprendizagem sobre o corpo humano: uma experiência no oitavo ano do ensino fundamental

Abstract

This thesis presents the paths of a trial in the classroom with students from eighth grade, with the purpose of building a corpse. For students, the challenge was to study / learn about anatomy and human physiology in investigative and inventive perspective. For the teacherresearcher, the challenge was to map and outline methodological clues able to explain the strategies built to teach / learn about the human body, a complex and systemic perspective. The trial involved strategies for building a body that, methodologically, will be called complex learning device on the human body. The initial methodological track that the teacher-researcher assumes to itself is tense with the modes and conventional teaching conditions, which tend to take the learning of "all" (this thesis the human body) as a direct and linear result of learning on isolated parts. On this basis, we sought to experiment and find new ways to study / learning and teaching / intervene, to understand the whole as "more" than the sum of its parts, in that it considers the relationship and complex interactions between these parties. The guiding problem of this study can be announced as follows: Since the invention of a corpse, where the "whole" and "parts" are invented and studied simultaneously, can complexifying students' learning conditions on the human body? are derived from this general problem other questions: What methodological clues may emerge as guiding this construction? Mapping these tracks and producing memories for other educational propositions that claim to work with complex learning devices? The resulting educational production of this master's work is characterized by: a) details of the initial conditions; b) details of the Corpse device construction process; c) reflections on the pedagogical perspective on the complexity. Throughout the proposal runs through the desire to contribute to inspiring all who seek the challenge of working with the uncertainties, the indeterminate, the unpredictable, the unexpected, inherent to the world of life and can enter to school learning environments and processes.