Ressignificação de habitus a partir da formação de novos sentidos no ensino de ciências via psicanálise Freud-lacaniana: a fotossíntese como exemplo para os Guaranis e Kaiowás

Abstract

Research on teaching and learning in science points to students' difficulties in understanding photosynthesis. These difficulties reflect on the lack of interest and consequently on the relationship between man and plants. Thus, with the teaching of this topic as the object of analysis, this work was developed in the Municipality of Dourados, Mato Grosso do Sul, through activities with Guarani and Kaiowá indigenous collaborators, academics in natural sciences from the Teko Arandu Degree Course from FAIND/UFGD. The objective of this research involves seeking elements that can support teaching strategies to favor a redefinition of the habitus, referring to the notion of photosynthesis, and how this is reproduced in the classroom based on the formation of new meanings. Based on the analysis of the answers to the questionnaires and interviews, it was found that the most believed preconception of the participants in this research is about a heterotrophic mode of plant life, where plants feed through their roots and consider mineral salts, water, CO2 as plant food. Another repetition present in the students' speech is difficulty in assimilating the process of photosynthesis and cellular respiration. In relation to sunlight, some concepts such as providing vitamin D, protein, heat, and being necessary for the plant to see were related to the plant's survival. Regarding the concept of photosynthesis, what is observed is the lack of complexity of the phenomenon in the students' speeches. The subject of psychoanalysis is the one dominated by the unconscious. And language is not only seen as an instrument of communication and transmission of information, but as a primordial issue in the constitution of the subject. For Lacan (1998), the unconscious is structured like language, where a chain of signifiers, a signifier relating to another signifier, constitutes certain meanings. Within the psychoanalytic approach we raise the significant chain S2, the students' way of seeing, which are externalized through culture and through school training, referring to the master signifiers S1: plant, light, sun, needs and produces. Knowing the subjects' interpretation is a necessary condition for us to identify the gaps, the faults, the void that is present in the signifying chain. To try to fill the gaps, students need to have access to theory to understand the phenomenon. Therefore, through narratives, the discourse will move towards the internalization of new signifiers (S2), incorporating new meanings brought by science. It is hoped that this work will contribute to reflection on the possibilities of theoretical support of psychoanalysis for educational practice as well as for indigenous school education.