A autopoiese como ferramenta na aprendizagem e avaliação.

Abstract

This study aimed to analyze an experience based on Maturana and Varela's (1985) concept of autopoeise, developed with elementary school students in science education. This is a qualitative study of didactic intervention. We understand that seeking innovative practices that contribute to quality education is a major challenge and goal for teachers who care about their students' better performance. In the autopoietic system, every person can be creative. Regardless of your own history, this is what makes us active, the author, who directs, with its preserved particularities, is what makes being unique, producing is a cycle that is reinvented every day. The Autopoietic experiment was carried out within the Pedagogical Residency Program, which takes place at the Federal University of Paraíba, Campus II, Areia-PB. In this way, we seek to delineate as objectives of the work: to analyze the learning with the autopoietic proposition in the formation of the students of the elementary school, using data collection and diagnostics about the teaching and the learning in the teaching of Biology. This is a qualitative study of pedagogical intervention, developed in the process of initial teacher education, articulated to the program Pedagogical Residence. It was applied in a State Elementary School in the city of Remigio⁃PB. The experience involved 30 8th graders, aged 13 to 16 years, over a period of 5 months. During this time, we could see the evolution of each student, with regard to the subjects covered, always prioritizing seeking improvements in subsequent classes. Initially, students took daily notes to be delivered at the end of the semester. However, a posteriori these notes were being made and delivered on the same day, and only then analyze them together, at the end the results were presented. The application of the autopoietic method in the classroom can bring a different look that puts the student in the self-evaluative position of their knowledge, which is why we use it in this work. Even though we are aware that initially innovation is synonymous with wonder and endurance, this is later compensated when we have good results. In practice, the observations of each student were taken into account, emphasizing their autonomy in order to make the practice of science teaching more interesting.