Abstract:

The general objective of the research is to understand and analyze the processes of objectification and subjectivation of collaborative teaching, mediated by the interpersonal relationships among the teachers working in the organization and teaching of a course on active learning methodologies, which is linked to an experimental teacher training project at a public university in the State of São Paulo, Brazil. This is an investigation into the pedagogical coexistence in the shared organization of teaching among faculty members participating in the didactical experiment. Pedagogical coexistence, within the Historical-Cultural approach, is conceived as a fundamental theoretical-practical category of pedagogical activity, which goes beyond the relational character of school interactions. Rooted in concrete material, social, and historical conditions, it expresses consciously oriented human activity, mediated by meanings and cultural tools, and objectified in the dialectical unity between teaching and learning. It refers to a social praxis that integrates the affective, volitional, and cognitive dimensions of the psyche, enabling the critical appropriation of culture and the transformation of consciousness. When organized within a study collective, pedagogical coexistence creates conditions for meaningful experiences that drive human development and integral formation, affirming itself as a political-pedagogical horizon committed to the emancipation and humanization of individuals. The case study refers to the pedagogical coexistence among faculty members in a course called Active Methodologies and Pedagogical Co-learning References in Natural Sciences.

The course has the following objectives:
i) To provide support for the planning of lessons and teaching sequences centered on student learning;
ii) To promote the development of the main pedagogical competencies for teaching;
iii) To plan lessons based on learning objectives, including active learning situations;
iv) To develop coherent and relevant assessment methodologies for learning and for the characteristics of the students and the course; and
v) To relate active learning practices with theoretical references of learning and human development.

Seven faculty members participated in the planning and organization of the course. The course was held from 08/29/2024 to 12/05/2024, totaled 45 class-hours, and was attended by 12 undergraduate students and 16 K-12 teachers. The field research data were obtained through interviews with 5 participating faculty members who consented to take part in the investigation in accordance with research ethics involving human subjects. The recorded interviews were transcribed and analyzed according to the principles of content analysis.

The results indicate the following:
a) The didactic experiment was a transformative experience of teaching praxis,
b) The study collective among the faculty members potentialized the awareness about teaching,
c) The sharing of theoretical-practical knowledge among the faculty members mobilized the overcoming of the understanding of teaching as an individual practice,
d) The pedagogical coordination of the faculty team mobilized the objectification of collective and shared work among the faculty members,
e) Pedagogical coexistence is the product of shared and collective teaching work.

Keywords:

Pedagogical coexistence, active methodologies, teacher training, teaching praxis.