AULA 1 - 23/07 - PRODUÇÃO DO CONHECIMENTO CIENTÍFICO, TECNOLÓGICO E DISRUPÇÃO - PROF. ADRIANO

Main ideas and concepts (what the class teaches)

• Purpose of the course (Scientific Knowledge Production)

  • Teaches students how knowledge is constructed and how to use information to develop methods, research, theories, products, services, and tools.
  • Positions the student as someone who can become a researcher by developing investigative abilities and a knowledge base.

• Why this subject matters for undergraduates

  • In higher education, students must develop skills to observe, question, interpret phenomena, and conduct research.
  • These skills apply beyond teaching—also to organizations and companies, where research supports innovation, product/service development, and solving operational problems.

• Core learning pathway (from knowledge to investigation)

  • Learning → understanding → questioning → research/investigation → evidence → interpretation → results → contribution to the field
  • “Science arises from questions,” and questions are grounded in prior learning/knowledge.

• Knowledge vs. information

  • Information = data organized/presented so it can be interpreted.
  • Knowledge = what you build by interpreting information using theoretical grounding and critical reasoning.

• Triad of university work

  • Teaching: teacher presents concepts; students interpret them and apply them to make decisions and actions in their field.
  • Extension: giving knowledge back to society (students must complete 10% of workload via extension projects).
  • Research: developing investigative skills through calls, research groups, studies, literature reviews, and participation in scientific dissemination.

• Scientific investigation as method (qualitative and quantitative)

  • Qualitative research: interpret meanings/subjectivity (e.g., interviews) until new interviews stop adding insight (saturation).
  • Quantitative research: use numerical scales and statistical models; use data (often through triangulation) to support interpretation.
  • Both are interpreted through a theoretical framework and literature review, leading to:
    • theoretical contributions (advancing theory)
    • managerial/practical contributions (professional implications)

• Disruption (as reframing reality)

  • “Disruption of discipline” is explained as change introduced by new solutions that add value (examples given: steam engine → combustion engine; candles → electricity).
  • Progress happens through questioning with foundations—not questioning for its own sake.

• Learning theories introduced

  • Behaviorism (Watson, Skinner, Pavlov)
    • Learning as behavior change via stimulus → response.
    • Positive reinforcement encourages repeating desired behavior.
    • Negative reinforcement removes something undesirable to reinforce behavior (example: removing shipping cost).
  • Piaget (equilibrium/disequilibrium; assimilation/accommodation)
    • Learners seek equilibrium (comfort with what they know).
    • New information creates disequilibrium, then learning occurs through:
      • Assimilation: fit new information into existing knowledge
      • Accommodation: modify existing knowledge when it’s insufficient
  • Vygotsky (social interaction; Zone of Proximal Development)
    • Learning happens with mediation from others (teacher/peers).
    • Real development vs potential development:
      • mediation helps move from what you can do alone to what you can do with help.
    • Language/externalization of thought supports knowledge construction.
  • Other 20th-century emphasis (biological + social; affect/cognition/motor)
    • Learning is shaped by biological needs (e.g., studying when tired may fail).
    • Affectivity/emotions and physical states (e.g., headache) influence learning.

• Lifelong learning and “active” learning

  • Students live in an era of lifelong learning: learning/unlearning/relearning due to constant change (technology, methods, tools).
  • Mentions active methodology and immersive practices (e.g., “map” and course activities), where students are active participants.

• Skills needed in the contemporary context

  • Critical vision (not offensive criticism—argument-based critique to improve)
  • Creativity (built through combining transversal knowledge, not born)
  • Problem-solving (requires knowledge)
  • Digital skills (systems, web, data, payments, strategy, interpretation)
  • “TAE/TEA-like” competency framing (“knowledge + skill + attitude”)
    • Knowledge (know/understand)
    • Skills (know how to do)
    • Attitude (professional action and behavior)

• Mindsets and neuroplasticity (learning strategies)

  • Growth mindset vs fixed mindset
    • Growth mindset: embrace challenges, persist through obstacles, learn from failure, accept development as effort-based.
    • Fixed mindset: avoids challenges, gives up, assumes success is innate, excuses failure, dismisses others’ success.
  • Neuroplasticity: brain forms new connections based on experience; learning is tied to effort/challenge.

• Practical “super-learning” tools (a menu of strategies)

  • Skimming: quick reading to get an overview; then return for deeper reading.
  • Smart highlighting: highlight key words/phrases for easier review.
  • Marginalia: write notes in the margins in your own words to fix meaning.
  • Actively recall: retrieve from memory without looking; check and repair gaps.
  • Solve exercises: repeated practice can consolidate learning (example noted; not everyone prefers it).
  • Note-taking: structure concepts in your own language; supports revision.
  • Color palette / sticky notes: use color cues to mark and organize key passages.
  • Students are encouraged to test which strategies work for them.

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Instructional / methodology elements (detailed bullet points)

A) How the course expects you to proceed (module/activities)

• Before deadlines:
  • Watch the explanatory video for Activity 1 recorded by Professor Adriano.
  • Review materials and read the assigned unit content for the live class.
• Complete Activity 1 and create your map:
  • Do not rush, but do not leave it to the last minute.
  • Each activity contributes to the module grade because activities are combined at the end.
• Engage with support channels:
  • Use the chat, especially with the mediating teacher/moderator, if you have questions.
  • Participate in the coffee room and the forum (forum has important materials).
• Extension activities reminder:
  • Extension activities are mandatory and required to obtain the graduation diploma.
• Active participation in class chat:
  • Post questions/comments during the interaction periods.

B) How to connect learning and research (science workflow)

1. Learn — build a knowledge base so you can interpret reality accurately.
2. Observe reality — notice how your school/restaurant/company works in practice.
3. Question — use learning to form meaningful questions (not mere opinion).
4. Define a problem — translate questions into an investigable problem.
5. Seek evidence
   • Qualitative: interviews, interpret meanings; stop when interviews add no new insights.
   • Quantitative: scales, numbers, statistical comparison; interpret via theory.
6. Analyze using a theoretical framework + literature review
   • Interpret results in light of prior research and theory.
7. Produce outcomes
   • Produce interpretations plus practical (managerial) implications and/or theoretical contributions.
8. Disseminate
   • Publish results, participate in conferences (examples mentioned include academic congresses and events), and share with the community.

C) How knowledge differs from information (application)

• Treat information as input/data.
• Use knowledge/theory to interpret information for decision-making.
• Example logic used:
  • Collect guest data → becomes “information”
  • Interpret via knowledge → guides strategic decisions (e.g., hotel marketing)
  • Similar approach can be applied in schools and gastronomy.

D) How live class is structured relative to conceptual material

• Conceptual classes/videos
  • Emphasize theory and conceptual understanding.
• Live classes
  • Emphasize practical approach and application.
• Your preparation
  • Read the unit and watch conceptual content so live classes can be understood and applied.

E) Super-learning “menu” (choose at least one)

• Select one or more strategies to apply to course activities:
  • skimming
  • smart highlighting
  • marginalia
  • active recall
  • solving exercises
  • note-taking
  • color palette/sticky notes
• Apply the chosen strategy, then evaluate results (did it improve understanding?).

F) Teacher’s challenge / practical assignment in the studio

• Enter the course subject environment.
• Download the slides used in class.
• Use the link to Professor Adriano’s GitHub/class materials (as referenced in the last slide).
• Complete an exercise that provides:
  • guidance
  • feedback on correctness
  • suggestions for appropriate answers
• If unable to find materials:
  • use “Talk to the facilitator” tool:
    • select module 53
    • select the mediating professor
    • ask for help locating tools mentioned in the live class

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Speakers / sources featured (as identified in the subtitles)

People (in the video)

• Professor Márcia Previato (course coordinator; introduces the module and Professor Adriano)
• Professor Daniele Azevedo / Professor Daniele (Dani) (moderator/mediating professor in the studio; manages chat interactions and reads student questions)
• Professor Adriano (main teacher of the subject; explains scientific knowledge production and learning theories)
• Professor Adriana Aparecido de Oliveira (appears as the interpreter supporting communication/accessible delivery)
• “Winsley” (mentioned as part of the technical/image team; name appears once)
• “Inlin” (mentioned as part of the technical team following along with the image)

Referenced theorists / authors (content sources)

• Watson (behaviorism)
• Skinner (behaviorism; reinforcement)
• Pavlov (behaviorism)
• Piaget (assimilation/accommodation; equilibrium/disequilibrium)
• Henry/Erickson? (subtitles say “Henry Alon” — presented as combining biological cognition and social environment; likely referencing a known learning/cognition author, but the subtitle text is unclear)
• Vygotsky (Zone of Proximal Development; mediation)
• UNESCO (four pillars of education)

Institutions/events mentioned

• Unicesumar / UNCESUMAR (university offering the course and digital education model)
• FTC / USP / Semead (conference context mentioned; subtitles are unclear about exact expansion/meaning of acronyms)
• UN (United Nations) (linked context for UNESCO)

Students (only as chat participants)

• Glória, Vera, Matias Alonso, Marlúcia, Rael, Gisele, Alan, Nicolas (names appear in chat excerpts/questions)