Transformation of the Mediated Action by Re-Signifying the Use of Mediational Objects in Classes of Higher Education
DOI:
https://doi.org/10.28976/1984-2686rbpec2019u251274Keywords:
re-signification, mediated action, higher education, mediational meansAbstract
In this article, we investigate how the unusual use of mediational objects by teachers of Natural Sciences in higher education creates new meanings for these objects during teaching in the classroom. The data were generated from the video recording of lessons of teachers of Physics and Chemistry, held in a Federal Institution of Higher Education. Initially, with the help of NVivo11 software, we produced episode maps of the lessons and diagrams mapping the use of mediational means used by the teachers. Subsequently, we performed a microanalysis of fragments of some episodes in which teachers use the objects, re-signifying them in these actions. The results show that these re-significances are idiosyncratic, but always amplify and potentiate the qualities of mediational means in the act of teaching. We believe that these results bring important contributions to the understanding of university teachers’ lessons, as well as providing discussion and reflection on the use of different material resources that enhance the teacher’s work.
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