The Gasparian method as a critical perspective of didactic qualification in higher education: research-action

Pereira, Terezinha Lima; Wagner, Valdilene; Gasparin, João Luiz

doi:10.1590/S1413-24782022270081

Terezinha Lima Pereira

Universidade Estadual de Maringá, Maringá, PR, Brazil.

https://orcid.org/0000-0001-5213-8229

Valdilene Wagner

Universidade Estadual de Maringá, Maringá, PR, Brazil.

https://orcid.org/0000-0003-2558-7832

João Luiz Gasparin

Universidade Estadual de Maringá, Maringá, PR, Brazil.

https://orcid.org/0000-0003-0459-7927

Terezinha Lima Pereira has a doctorare in education from the Universidade Estadual de Maringá (UEM). E-mail: terezinhalima@hotmail.com

Valdilene Wagner is a doctoral student in Physical Education from the Universidade Estadual de Maringá (UEM). E-mail: valdilenewagner@hotmail.com

João Luiz Gasparin has a doctorate in Education: History and Philosophy of Education from the Pontifícia Universidade Católica de São Paulo (PUC/SP). He is a professor at the Universidade Estadual de Maringá (UEM). E-mail: joaogasparin@gmail.com

Conflicts of interest: The author declares they don’t have any commercial or associative interest that represents conflict of interests in relation to the manuscript.

Authors’ contribution: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Software, Writing - Original Draft: Pereira, T. L. Writing - Review & Editing: Wagner, V. Supervision, Writing - Review & Editing: Gasparin, J. L.

Category	Description of Representative Quotations
Practice Social (Initial)	WDA - First you aim at learning what they already know, then you aim at showing them something that they brought, and we still learn because they bring more than what we bring. It was even an incentive for me to research more on the subject, to take on new approaches. [...]. During the execution of the plan, I realized that it was not like the normal dynamics. [...] The Gasparian plan made me realize the complexity of the matter. [...]. When I brought this method to the classroom, the participation was much higher.
	WDE - There was no initial survey, that is, the class was not prepared. It was conducted as it happened. [...]. I missed a model ready for execution. Despite following the model in the course booklet provided by the researcher, I think there could be a clearer and more explanatory model. It was also difficult for me to elaborate the objectives of the unit [...]. I find it feasible because it does not take much time to prepare if the teacher has already mastered the content [...]. This can increase the scope of lesson content, making it more dynamic and complete [...] For sure. Participation was much higher.
	WDI - And the teacher starts their class by capturing what the students already know or are familiar with regarding the content and, from this, introduces the scientific knowledge, with greater depth and quality of discussion, deconstructing a value judgment or common sense. [...] After participating in the experiment, I internalized the methodology, and began to apply it in other contents and disciplines [...] in general, participation increased, generating enrichment during class.
	WDO - The scheduled time for the discipline was not enough for the application of the theory. It was necessary to use a little more time [...]. The students wanted to express their opinion on the subjects addressed [...] It helps to raise the awareness of the subject, both on the part of the teacher and the student.
	WDU - Students participate in several ways. Some do not ask questions, but pay attention all the time, they are more auditory and visual. Others ask more questions and clarify their doubts [...]. Some questions are solved with other inquiries, in an attempt to revive the already appropriated knowledge and to encourage them to realize their own capacity so that they do not become dependent only on my clarifications. Especially because, in the world of work, the teacher will no longer be with them to answer.

Category	Description of Representative Quotations
Problem Posing	WDA - They asked questions about the content being worked on, the pants, or about previous content [...]. They realized that they were using mathematics, since the tracing of modeling involves geometry. This model indeed improves learning [...] this model is better to teach because it resonates the interest of students. They become more interested in the subject. And the teacher feels more secure and content to see the interest of students.
	WDE - There was a debate about the problems posed by social practice as well as the content taught.
	WDI - Of liabilities, dependents for greater pro activity, seeking more for themselves, asking questions. This was noticed by the posting of questions about the content through the Moodle platform, where they (the students) collaborated with each other, a colleague answering the question of the other colleague, as well as the personal search for me, as a teacher of the discipline. As for the content, they started to have a sense of the socio-economic function of the company, which is not only profit, but also for the community that it encompasses, especially employees.
	WDO - They also mentioned the techniques of mathematics applied to drawing to more clearly represent three-dimensionality, they speak of the cone of vision-type of human vision, they also mentioned that ophthalmologists need this knowledge and those who work in optics making glasses as well.
	WDU - I was afraid that they might be confused by the fact that initial learning should be abandoned to build a new one. Thus, I booked a special class to review all these contents that the students had to relearn [...] most of them attended with their materials for the presentation. Attendance was not mandatory.

Category	Description of Representative Quotations
Instrumentation	WDA - [...] during the problem posing, a survey was requested that eventually confirmed the dimensions raised in the Initial Social Practice. [...]. Only the absence of the head projector prevented the demonstration of the slides with images that should better illustrate the lessons.
	WDE - Concepts, characteristics, and properties of polymers were studied to help understand this material. [...] I just think that some illustrative images or objects could have been used in some moments of the class, for example, when talking about texture, transparency, opacity, relation with humankind.
	WDI - Greater or lesser closeness to the content was established, explaining why this topic was more appropriate to the content and why another topic would not be.
	WDO - The main issue of the perspective construction was fully applied (discussions and construction of drawings). Through a practical activity, students applied their knowledge in checking technical items from a perspective with two vanishing points in a practical situation. [...]. Perhaps a three-dimensional model would be useful to demonstrate the construction of perspective that depends on the plane, the object, the projecting rays, and the plane of projection.
	WDU - As the instrumentation developed, the issues and dimensions of the problem posing were clarified [...]. The readings, which consist of background resources for solving the exercises, were not always done. This hindered the practical application of theoretical concepts. The other resources were adequate.

Category	Description of Representative Quotations
Catharsis	WDA - [...] The assessment consisted of making a pair of pants in the 1:2 scale. In addition, students made a notebook, in which they traced the diagram of the pants by removing the base of the pants from it. All 213 students managed to make a different model of pants. At the end of the assignments, the average was between 8.0 and 9.0 [...]. I had not thought about working with issues of history, religion, math, art, chemistry, etc. I noticed that these dimensions motivated students to identify periods in history when certain models emerged, and how they interfere with people’s individuality. Wearing pants has already been a reason for punishment, also because the Bible says that women should dress differently from men, and this is still a dogma in many religions.
	WDE - The exercise posed was, “Write a summary of all the content exposed in this class about polymers.” Of the 10 students in class, 6 wrote a satisfactory (S) synthesis, 3 wrote an average (+or-) synthesis, and 1 wrote an unsatisfactory (I) synthesis.
	WDI - Of the students in the class, about 10% wrote a satisfactory synthesis, another 70% the synthesis was regular and for 20% the synthesis was unsatisfactory.
	WDO - Development of a complete simplified representation of a real cellular handset for presentation and manufacturing. The work involved orthogonal views, sections, details, and perspective with two vanishing points. All the attending students were able to do the assignment.
	WDU - Learning was verified through formal evaluation, through the synthesis, through exercises, and through their own doubts they expressed as well [...]. My greatest difficulty was in the catharsis, since the applied evaluation methods do not correctly show the students’ learning and the concepts that they truly absorbed about the contents covered.

Category	Description of Representative Quotations
Social Practice (Final)	WDA - [...]. They showed great interest in making their own clothes. Also, they showed interest in working in the field of clothing modeling.
	WDE - When asked about this, the students were willing to use aesthetic intuition in their design work and to apply their knowledge of the aesthetic dimension to realistic representations of products made of polymers.
	WDI - In the classroom, students felt more motivated to do the proposed exercises in a way that they sought to understand what they were doing. In their professional life, I believe they have come to understand that accounting is an information tool for society as well, not only for the owner or the State, in its three tax spheres.
	WDO - It was used in other disciplines as a form of assistance in the representation of their projects.
	WDU - They were able to analyze the influence that each cost element exerts on the cost budget; to better know the cost budget process of the business when opening the company, as well as in the course of its activities; to examine the cost management practices in industrial enterprises more carefully; to understand the interaction of the cost budget with the general budget of the company; to verify the interaction of the cost budget with the effective realization of real costs.

[1] Terezinha Lima Pereira has a doctorare in education from the Universidade Estadual de Maringá (UEM). E-mail: terezinhalima@hotmail.com

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The Gasparian method as a critical perspective of didactic qualification in higher education: research-action

ABSTRACT