Relationships between teachers, students and notebooks: intervention-research systematization
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Abstract
The relationship between teacher, student and notebook is discussed in this paper by questioning the kind of intervention processes that are developed by teachers in students’ notebooks. This is intervention research was developed considering the school context investigated, the participants (teachers, students, parents) and the action of the researcher educator in the teaching process. The objective is to systematize findings and theoretical-methodological elaborations from the problems faced in the teaching practice. Education as historical and social production was taken as a premise for the intervention processes in schools. Studying these processes requires the consideration of collective trajectories and the context under analysis, without the assumption of universal and general models. From the problems encountered in the teaching practice, this study seeks to situate it historically and contextualize it to find theoretical explanations to re-elaborate it through collective systematization. Collective systematizations pointed out aspects to be observed when reformulating the intervention practice in the students’ notebooks such as rethinking the students’ protagonist action when using their notebooks, qualifying the notebook as a tool to monitor the individuals’ learning processes, and explaining to parents what kind of intervention occurs in the students’ notebooks.
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