Teoria da atividade de estudo e a recomposição da aprendizagem pós-pandemia: o projeto Revisa Goiás na perspectiva da teoria do ensino desenvolvimental

Abstract

The dissertation titled "Study Activity Theory and the Recomposition of Post-Pandemic Learning: The Revisa Goiás Project from the Perspective of Developmental Teaching Theory" aims to identify possible contributions of Developmental Teaching Theory to the postpandemic learning recomposition strategies implemented by the Revisa Goiás project for 9thgrade Portuguese Language classes. The Revisa Goiás project was launched by the Goiás State Department of Education in 2023, and the materials developed by the project are used in the final grades of each segment of basic education. The research seeks to critically examine and analyse the project with reference to Developmental Teaching Theory, particularly the proposal of the study activity. By analysing the consolidated results of student performance in the activities of Revisa Goiás, the study questioned whether the students' difficulties in interpreting the questions proposed by the project stem from a deficit in basic Portuguese Language skills and competencies or from the configuration of the instruments provided by the project. A qualitative approach was adopted, developed in three stages: studying the theories of Developmental Learning, Study Activity, and Developmental Teaching; conducting a literature review based on the CAPES Catalogue of Theses and Dissertations to verify recent research on the pandemic's impacts on learning; and content analysis of the activities proposed by Revisa Goiás considering the mentioned theories. The results indicate that the suspension of in-person school activities during the pandemic not only caused a lag in the acquisition of specific Portuguese Language knowledge, but also significantly reduced social interaction and practical activities essential for children's cognitive development. The implementation of the Revisa Goiás project resulted in advances in learning basic Portuguese Language issues. However, difficulties in linguistic interpretation and analysis persist. In this scenario, Developmental Teaching Theory and the resultant study activity could provide relevant resources for developing processes that enable students to construct generalized modes of action and develop higher mental functions. It is concluded that the proposals of Revisa could be used from the perspective of the study activity, promoting the development of students' logical-verbal thinking. Nonetheless, despite the creative potential of Revisa Goiás's pedagogical material, there is still a tendency toward training focused on standardized tests. In the analysed context, the effectiveness of implementing teaching-learning processes is hindered by structural deficits, such as large class sizes and unequal access to pedagogical resources. Developmental Teaching Theory proposes that teaching be adapted to students' needs and interests, promoting social interaction and collaboration, but current conditions in schools make it challenging to apply these practices effectively. This study is relevant for recognizing the strategies that Developmental Teaching Theory can contribute to the development of the Revisa Goiás project, especially in Portuguese Language for 9th-grade classes