The relationship of higher education students to knowledge ...

The relationship of higher education students to knowledge: learnings and processes

Maria Gabriela Parenti BicalhoI Maria Celeste Reis Fernandes SouzaII

Abstract

This article presents the results of an investigation that sought to understand higher education students' relationship to knowledge, using Bernard Charlot's relationship to knowledge theory as a theoretical reference. The field studied was a community university in a mid-sized city in the state of Minas Gerais, Brazil, and the subjects were 400 students at 24 undergraduate courses. The collection of data was performed using balances of knowledge, a tool proposed by Bernard Charlot, which consists of asking subjects to produce a written composition about their learnings. After presenting the quantitative aspects of the classification of learnings mentioned by students, the article discusses the predominance of learnings related to personal development, and uses the categories of mobilization and meaning to achieve deeper understanding of the accounts produced by students in their balances of knowledge. We concluded that the subjects' relationship to knowledge is based on the valuing of their personal development-related learnings also with regard to what they have learned in the university, and that some of them are able to recognize the specificities of that particular institution as a learning space. The study identified three core topics around which are organized the meanings attributed by students to undergraduate education: achievement of a better life, changes in their worldviews, and mobilization relating to knowledge itself.

Keywords

Higher education -- Relationship to knowledge -- Students.

I- Universidade Federal de Juiz de Fora, Governador Valadares, MG, Brasil. Contact: mgbicalho@. II- Universidade Federal de Sergipe, S?o Crist?v?o, SE, Brasil. Contact: celeste.br@

Educ. Pesqui., S?o Paulo, v. 40, n. 3, p. 617-635, jul./set. 2014.

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Rela??o com o saber de estudantes universit?rios: aprendizagens e processos

Maria Gabriela Parenti BicalhoI Maria Celeste Reis Fernandes SouzaII

Resumo

Este artigo apresenta resultados de uma investiga??o que buscou compreender a rela??o com o saber de estudantes universit?rios, utilizando como referencial a teoria da rela??o com o saber de Bernard Charlot. O campo de pesquisa foi uma universidade comunit?ria localizada em um munic?pio de porte m?dio do estado de Minas Gerais, sendo que os sujeitos da pesquisa foram 400 estudantes de 24 cursos de gradua??o. A coleta de dados foi realizada por meio dos balan?os de saber, instrumento proposto por Bernard Charlot, que consiste na demanda da produ??o de um texto a respeito das aprendizagens do sujeito. Ap?s a apresenta??o dos aspectos quantitativos da classifica??o das aprendizagens evocadas pelos estudantes, o artigo discute a preponder?ncia das aprendizagens ligadas ao desenvolvimento pessoal e utiliza as categorias mobiliza??o e sentido para aprofundar a compreens?o dos relatos produzidos pelos estudantes nos balan?os de saber. Conclui que a rela??o com o saber dos sujeitos da pesquisa est? baseada na valoriza??o das aprendizagens ligadas a seu desenvolvimento pessoal, inclusive ao tratarem do que aprenderam na universidade, e que uma parcela deles consegue reconhecer as especificidades dessa institui??o como espa?o de aprendizagem. A pesquisa identificou tr?s polos nos quais se organizam os sentidos atribu?dos pelos estudantes ? forma??o universit?ria: a conquista de uma vida melhor, a transforma??o da maneira de ver o mundo e a mobiliza??o em rela??o ao saber em si.

Palavras-chave

Ensino superior -- Rela??o com o saber -- estudantes.

I- Universidade Federal de Juiz de Fora, Governador Valadares, MG, Brasil. Contato: mgbicalho@. II- Universidade Federal de Sergipe, S?o Crist?v?o, SE, Brasil. Contato: celeste.br@

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Introduction

This article presents the results of an investigation aimed at understanding higher education students' relationship to knowledge, using Bernard Charlot's (1997, 1999, 2000, 2001, 2005, 2009) relationship to knowledge theory as a theoretical reference. The choice for this theoretical approach was motivated by our consideration of the complex character of teaching and the different questions facing the field of education as a result of the expansion in the offer of this level of education. We found in Bernard Charlot's discussions about relationship to knowledge a theoretical reference that seems to us an adequate one for understanding the different aspects involved in undergraduate students' educational experiences.

The field studied was a community university in a mid-sized city in the state of Minas Gerais, Brazil. The study comprehended the 24 undergraduate courses offered by the institution which were grouped into the following fields: humanities and social sciences (business administration, graphic design, law, history, journalism, letters, pedagogy, psychology and social work); health and agricultural sciences (agronomy, physical education, pharmacy, physiotherapy, nutrition, dentistry, biological sciences); and exact sciences (architecture, accounting, computer sciences, information systems, civil, environmental and electrical engineering). The subjects of the study were students in their last but one year in each course. The 400 students that formed the studied population varied in terms of social background, age and school history. Taken as a whole, however, they shared the condition of being undergraduate students at a private community university whose courses did not offer most students academic experiences beyond the focus on professional development.

For the collection of data, we used the balance of knowledge, i.e., a tool designed by Bernard Charlot which consists of asking

subjects to produce a written composition based on the following questions:

Since I was born, I have learned many things at home, around town, in school, and elsewhere... What? From whom? What is important to me about all this? And what

1

do I expect now? (CHARLOT, 1999, p. 7)

In line with this proposition, and with the purpose of fitting it to our investigation field, we added in the phrase "in university" before the phrase "and elsewhere". The compositions produced by the students based on these questions formed the material through which we discuss the different processes in their relationship to knowledge.

In the first section of this article, we present both the theoretical and methodological foundations of our study. In the second, using graphs and excerpts from the balances of knowledge, we show the rate at which, and in what ways, learnings are remembered, and discuss the data found in order to understand the processes of relationship to knowledge among the students researched. In a further analytical step allowed by the reading of the balances of knowledge, we used the concepts of meaning and mobilization, based on the same theoretical reference, to understand the accounts produced by the students, which is presented in third section of the work. In our final considerations, based on the data, we reflect on the processes of teaching and learning in higher education.

A study about relationship to knowledge in the university

According to Charlot (2000, 2001, 2005, 2009), relationship to knowledge is a group of relationships that a subject establishes to

1- "Depuis que je suis n? j'ai appris plein de choses, chez moi, dans la cit?, ? l'?cole et ailleurs... Quoi? Avec qui? Qu'est-ce qui est important pour moi dans tout ?a? Et maintenant, qu'est-ce que j'attends?" (CHARLOT, 1999, p. 7).

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learning ? plural, circumstantial, and sometimes contradictory relationships. The author proposes to understand the subject simultaneously and entirely as a human, social, and singular being. A being of wishes in a world shared with other subjects; a being who occupies a social position, the first stage of which is family, and who assigns singular senses and meanings both to himself and to the world while building a singular history.

To this subject, learning is a need that marks his presence in a knowledge-producing world. This activity is central to human being's building process, which involves becoming a member of the human species (hominizing oneself), becoming a unique human being (singularizing oneself), and becoming a member of a community (socializing). Through education, one produces oneself and is produced by the world. Therefore, a subject and his history are always both entirely social and singular, while belonging to a social class is actively interpreted by the individual in order to build a history in which he is a subject. In an exchange with Pierre Bourdieu's sociology of education, Bernard Charlot claims that it is necessary to analyze the activities that individuals perform within the context of social positions in order to "achieve, keep, and `transmit' these positions, and it is necessary to consider also other perspectives than just the one based on their social position". (CHARLOT, 2005, p. 40).

Faced with the obligation of learning for being, which, according to the author, underlies the human condition, individual subjects experience several learning processes where they establish different relationships to different types of knowledge, and different relationships to learning itself in different contexts.

Relationship to knowledge is a group of relationships that an individual subject establishes to an object, a `content of thought', an activity, an interpersonal relationship, a place, a person, a situation, an occasion, an obligation, etc., that is somehow related to learning and knowledge

? therefore, it is also a relationship to language, to time, to the activity in and about the world, to others and to oneself as one is more or less able to learn it in a given situation. (CHARLOT, 2005, p. 45)

Relationship to knowledge is therefore constituted by a group of relationships to several ways of learning that can vary according to the situation established by the type of knowledge and the circumstances where that learning takes place. It would thus be a mistake to seek the relationship to knowledge of the subject while ignoring the different spaces, situations and interactions involved in the education process in which he participates. Although it is possible to identify a dominant way ? at least concerning the question under analysis ? (the author admits the existence of a unity in the subject that is built in the diversity of relationships with the world), the most important is to understand the relationships between the several types of relationship to knowledge that an individual subject establishes.

A study about relationship to knowledge should therefore analyze the different elements that form the processes built by the subject in his several interactions.

It is this work of identifying, exploring, building elements and processes that constitutes the study about relationship to knowledge ? which ultimately allows us to understand the (sometimes contradictory) ways of mobilization in the fields of knowledge and learning. [...] This means that the answer to a question proposed in terms of relationship to knowledge should be an answer in terms of process rather than in terms of categories of relationship to knowledge ? [...]. (CHARLOT, 2001, p. 23)

We seek to understand the set of relationships to knowledge that students experience in higher education by considering

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Maria Gabriela P. BICALHO; Maria Celeste R. F. SOUZA. The relationship of higher education students to...

the specificities of the learning processes in this context, since entering university requires students to adapt to processes and relationships different from those experienced in their previous education stages (COULON, 2008). Therefore:

[...] Learning is performing something in situation: in a certain place, in a certain moment in one's history, and in different time conditions, with the help of people who help with learning. (CHARLOT, 2000, p. 68, italics by the authors)

By producing their balances of knowledge, the subjects of the study wrote about their learning processes throughout life and, particularly, in the university. Although the accounts were the product of singular subjects, by analyzing these balances of knowledge we have access the processes through which these subjects "set the world in order", rather than the construction of singular school histories. Therefore, "the balances of knowledge are treated

as one single text, where regularities are sought

that allow to identify processes". (CHARLOT, 2009, p. 20). We therefore dealt with the group of students in the researched university. And what did we find in the compositions?

The balances of knowledge do not indicate what the student has learned (objectively), but rather what he says that he has learned by the time he is shown the question. On one hand, this means we learn not what the student has learned (which would be impossible), but rather what is relevant, meaningful and valuable enough to him as to be remembered in his account. (CHARLOT, 2009, p. 19)

Therefore, by analyzing what the 400 students wrote, we seek to understand what made sense to them in relation to everything that they have learned in their lives. This analysis was performed through the following

procedures: initially, each balance of knowledge was read both by a professor researcher and by an undergraduate scholarship holder. In a second reading, the compositions were reread, and the learnings identified and classified. Then the learnings of each type were counted in all texts. A classification proposed by Bernard Charlot (2009) was used which divides learnings in:

? Relational/Affective: interpersonal relationships and affective-emotional behavior, e.g., "I learned to love", "I learned to relate to people", "I learned to live with differences".

? Connected to Personal Development: personal achievements, ways of being, values, e.g., "I learned to be honest", "I learned not to give up in the face of difficulties".

? Day-to-day: tasks and activities performed on a daily basis, e.g., "I learned to walk", "I learned to get dressed by myself".

? Intellectual/school-related: learnings that involve mental operation or school tasks, e.g., "I learned to read and write", "I learned to do homework".

? Professional: learnings connected to work life, e.g., practices and contents directly related to a profession.

? Generic/tautological: e.g., "I learned many things", "I learned a lot".

This analysis allowed finding the rate at which the different learnings were remembered by the studied undergraduate, which we present in the next section.

The different learnings and the processes of relationship to learning

Considering the group of students participating in the study (Chart 1), we can see a total 1,920 learnings remembered, 50.9% of which were classified as connected to personal development, 16.6% as relational/affective, 14,3% as intellectual/school-related, 8,9% as day-to-day, 5,8% as generic/tautological, and 3,5% as professional learnings.

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