Banca de DEFESA: OLGA CARLA ESPINOLA DA HORA E SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : OLGA CARLA ESPINOLA DA HORA E SOUZA
DATE: 12/12/2025
TIME: 08:30
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Formative Experience of the Initial Diagnosis; Dialectical Thinking; Argumentative Writing; Scientific Argumentation.

PAGES: 245
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Argumentation has become an indispensable instrument in the formulation and validation of hypotheses in the Natural Sciences, in addition to being a cognitive skill used in several areas of knowledge. In order for the student to learn how to argue, it is important to develop dialectical thinking as an indispensable psychological tool to understand human development as a dynamic and contradictory process, integrated with social and cultural practices, and which enables the critical analysis of reality and the active transformation of the world. Based on this premise, in this work, it is understood that the intellectual activity of writing argumentative texts needs to be taught by teachers who have developed this dimension of thought in their training. In this sense, this research aims to characterize the initial levels of dialectical thinking of science graduates when they write argumentative texts. The theoretical foundation is in the Focus of Activity in Psychology, anchored in Dialectical and Historical Materialism and having as main authors Lev Semionovitch Vygotsky, Alexei Nikolayevich Leontiev, Piotr Yakolevich Galperin, in addition to their successors. The main categories addressed are the experience of the initial diagnosis, dialectical thinking, argumentative writing and argumentation in educational sciences. The methodology is based on the Initial Diagnosis Experience, of a qualitative nature, developed by Núñez, Ramalho and Pereira, based on Galperin's research method. The data collection took place in 2 meetings held with 12 undergraduate students in Natural Sciences, from the Federal University of Rio Grande do Norte, based on three instruments: a pedagogical test, an evaluative questionnaire and the observation of the researcher. The analyses are carried out from a corpus of categories defined a priori, in addition to considering the relationships that are established with the literature surveyed in the state of the question. In the end, the results allowed to characterize the initial levels of mastery of dialectical thinking of undergraduate students in Natural Sciences when they write argumentative texts as a contribution to the training of teachers in this area so that they can teach this cognitive ability to students.

COMMITTEE MEMBERS:
Externa à Instituição - ANDREA MATURANO LONGAREZI
Externo ao Programa - 1979810 - ALESSANDRO AUGUSTO DE BARROS FACANHA - nullPresidente - 2298026 - ISAURO BELTRAN NUNEZ
Externa à Instituição - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa ao Programa - 3321606 - MARCIA GORETTE LIMA DA SILVA - null