“But what about us? How many questions do we have to ask?”: appropriation of the pedagogic use of an opinion survey

Abstract

This article aims to analyze how teachers appropriated the pedagogical use of opinion research. The theoretical foundation uses the concept of appropriation, understood from a historical-cultural perspective, and aligns with authors committed to sharing historically accumulated and socially valued knowledge. The research, of a qualitative nature, had six public school teachers as participants, working in Elementary School. In the methodological path, it is highlighted that these teachers carried out an Opinion Survey, remotely, in 23 synchronous meetings. The empirical material was produced through the application of an initial questionnaire to the participants, observations of videos of the meetings and individual and collective interviews. From the analysis, signs were noticed that participants began to take ownership of the pedagogical use of opinion research. It is noteworthy, among the results identified, that the appropriation process proved to be complex, sometimes seen in harmonious negotiations, sometimes as a result of tension between those involved.