A aula em perspectivas conceituais : um estado do conhecimento

Abstract

This research is part of the research line: School Organization, Training and Pedagogical Practices and its central objective is to identify and analyze the conceptual perspectives of the classroom based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD) from 2009 to 2024. In summary, we set out to: map the academic publications that incorporate the word ―class‖ in their titles and keywords in order to observe those that are most frequent; present the conceptual perspectives of class, including possible changes and permanence over time; group the mapped works based on their thematic similarities, taking into account the conceptual perspectives they encompass; understand the conceptual perspectives of class based on the corpus of this investigation; present theorists and their contributions to understanding the conceptual perspectives of class today. We opted for a study using the methodology known as the state of knowledge, with the aim of presenting an overview of the subject under study. The corpus consists of 18 papers, 10 theses and 8 dissertations, selected on the basis of criteria such as title, language, year of publication and the presence of the word ―class‖ in the keywords. The data was analyzed by means of a file, which identified the author, title, year of defense, advisor, institution, keywords, methodology used and authors of the bibliographical references of each work. The research results are presented in two dimensions: descriptive and analytical. In the descriptive dimension, the data was organized and tabulated according to the information obtained in the binder. In the analytical dimension, we identified trends and tensions present in the corpus, with special emphasis on the relationship between education, pedagogy and didactics, in order to provide an in-depth understanding of the perspective of the classroom today. This research contributes to understanding the nuances and complexities of the concept of the classroom, providing a comprehensive view of how it is treated in recent academic production and its implications for educational practice. At the end of this research, it was possible to identify that the concept of the classroom, originally conceived in ancient Greece, was understood as a free and open space. During the Middle Ages, the term came to designate halls where culture and erudition were disseminated, which were eventually integrated into the university environment. With the growth of education and the creation of school institutions at the end of the 17th century, the word ―aulê‖ came to be used in the formal context of education. Today, the classroom is understood as a ―moving subject‖ and considered the ―center of the pedagogical process‖ where each student can be guided to incorporate the knowledge that is pertinent to them (or not). Therefore, the concept is presented as something complex in which it encompasses a series of other interrelated concepts, such as education, pedagogy and didactics. We also identified that the conceptual perspectives of the classroom found throughout this investigation suggest that the classroom has a more philosophical than pedagogical character.