Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/911 |
Resumo: | The process of teacher education involves the election contemplated and/or denied knowledge. In terms of knowledge of the science of education and science of nature, it is very important that these are analyzed in its organizational structure in higher education in the Bachelor's Degree in Biological Sciences, graduate teachers who will work in the discipline of science in the final years of the Elementary Education. Therefore, we aim to investigate how the knowledge of reference for teaching and learning are covered by Degree in Biological Sciences UNEMAT for Teaching Science teachers who will work in the final years of elementary school. Some authors are considered as reference: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann (1986), Oliveira (2002), Lopes (2004), Boiler and Araújo (2009), Gil-Perez and Carvalho (1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), NC and CPNBiology. Considered as official documents Opinions/CNE/CES, Resolutions/CNE/CES, National Curriculum Guidelines, Decrees, PPP Course, Course Plans. The methodological construction took place from authors such as: Bogdan and Biklen (1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005), Martins (2007) and Gil (2010). Under the qualitative look at the data collection was mainly on official documents, curriculum, course plans supplemented by interviews. These data were submitted to descriptive and interpretive - explanatory analysis. The data reveal a Curriculum Matrix with light teaching, resulting advances a legal requirement, but still considerable gaps for not contemplating some reference content and pedagogical requested to Science Teaching for the final years of elementary school. The predominant frameworks adopted for the construction of the Matrix study were analyzed official legislative documents dealing with the course in Biological Sciences with emphasis on the scientific knowledge across disciplines covered. The perceived knowledge in the documents analyzed Course in Biological Sciences for initial teacher education of Sciences for the final years of elementary school are the reference teacher knowledge. However, this approach does not perceive the theoretical and normative recommendations for teaching such as: work in evolutionary, contextualized view and articulated between areas. Pedagogical guidelines for teaching were perceived significantly less than the treatment given to the contents of reference, especially when considering the final years of elementary school. The way the knowledge analyzed are worked in initial teacher training shows the predominance of the traditional method. The results point to a process of initial training in higher education still distancing front of reference knowledge and pedagogical theorists advocated by educators as the national official documents dealing with the initial training of teachers . The interviewed teachers expressed difficulties in the applicability of the CPN-CN in teaching. Of the four interviews, two reveal that the professor of higher education had in building experiential knowledge of the experience of teachers in basic education, valuesand translates the contents of reference for the elementary school more easily that he had no such passage. The age group - teenagers - do not receive treatment specific study on teacher training. |
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Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamentalSaberes para formação inicial docenteSaberes para a docência em ciênciasFormação de professoresCNPQ::CIENCIAS HUMANAS::EDUCACAOKnowledge for initial teacher trainingKnowledge for the teaching of scienceTeacher trainingThe process of teacher education involves the election contemplated and/or denied knowledge. In terms of knowledge of the science of education and science of nature, it is very important that these are analyzed in its organizational structure in higher education in the Bachelor's Degree in Biological Sciences, graduate teachers who will work in the discipline of science in the final years of the Elementary Education. Therefore, we aim to investigate how the knowledge of reference for teaching and learning are covered by Degree in Biological Sciences UNEMAT for Teaching Science teachers who will work in the final years of elementary school. Some authors are considered as reference: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann (1986), Oliveira (2002), Lopes (2004), Boiler and Araújo (2009), Gil-Perez and Carvalho (1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), NC and CPNBiology. Considered as official documents Opinions/CNE/CES, Resolutions/CNE/CES, National Curriculum Guidelines, Decrees, PPP Course, Course Plans. The methodological construction took place from authors such as: Bogdan and Biklen (1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005), Martins (2007) and Gil (2010). Under the qualitative look at the data collection was mainly on official documents, curriculum, course plans supplemented by interviews. These data were submitted to descriptive and interpretive - explanatory analysis. The data reveal a Curriculum Matrix with light teaching, resulting advances a legal requirement, but still considerable gaps for not contemplating some reference content and pedagogical requested to Science Teaching for the final years of elementary school. The predominant frameworks adopted for the construction of the Matrix study were analyzed official legislative documents dealing with the course in Biological Sciences with emphasis on the scientific knowledge across disciplines covered. The perceived knowledge in the documents analyzed Course in Biological Sciences for initial teacher education of Sciences for the final years of elementary school are the reference teacher knowledge. However, this approach does not perceive the theoretical and normative recommendations for teaching such as: work in evolutionary, contextualized view and articulated between areas. Pedagogical guidelines for teaching were perceived significantly less than the treatment given to the contents of reference, especially when considering the final years of elementary school. The way the knowledge analyzed are worked in initial teacher training shows the predominance of the traditional method. The results point to a process of initial training in higher education still distancing front of reference knowledge and pedagogical theorists advocated by educators as the national official documents dealing with the initial training of teachers . The interviewed teachers expressed difficulties in the applicability of the CPN-CN in teaching. Of the four interviews, two reveal that the professor of higher education had in building experiential knowledge of the experience of teachers in basic education, valuesand translates the contents of reference for the elementary school more easily that he had no such passage. The age group - teenagers - do not receive treatment specific study on teacher training.O processo de formação docente implica a eleição de saberes contemplados e/ou negados. Em se tratando de saberes da ciência da educação e da ciência da natureza, é muito importante que estes sejam analisados em sua estrutura organizacional na Educação Superior, no curso de Licenciatura em Ciências Biológicas, formando professores que atuarão na disciplina de Ciências nos anos finais do Ensino Fundamental. Assim, busca-se investigar como os saberes de referência e pedagógicos para a docência são contemplados pela Licenciatura em Ciências Biológicas da UNEMAT, para o Ensino de Ciências de professores que atuarão nos anos finais do Ensino Fundamental. Consideram-se alguns autores como referência: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann (1986), Oliveira (2002), Lopes (2004), Caldeira e Araújo (2009), Gil-Pérez e Carvalho (1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), PCN-CN e Biologia. Consideramos documentos oficiais como Pareceres/CNE/CES, Resoluções/CNE/CES, Diretrizes Curriculares Nacionais, Decretos, PPP do curso, Planos de Curso. A construção metodológica deu-se a partir de autores como: Bogdan e Biklen (1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005), Martins (2007) e Gil (2010). Sob o olhar qualitativo, a coleta de dados deu-se principalmente sobre documentos oficiais, matriz curricular, planos de curso complementados por entrevistas. Essas informações foram submetidas à análise descritivo-interpretativaexplicativa. Os dados revelam uma Matriz Curricular com ligeiros avanços pedagógicos, decorrentes de uma exigência legal, mas ainda com consideráveis lacunas em relação a não contemplação de alguns conteúdos de referência e pedagógicos solicitados ao Ensino de Ciências para os anos finais do Ensino Fundamental. Os referenciais predominantes adotados para a construção da Matriz Curricular analisada foram os documentos normativos oficiais que tratam do curso em Ciências Biológicas, dando ênfase aos conhecimentos científicos contemplados através das disciplinas. Os saberes percebidos nos documentos analisados do curso em Ciências Biológicas para a formação inicial do professor de Ciências para os anos finais do Ensino Fundamental são os de referência do saber docente. Porém, não percebemos nessa abordagem as recomendações teóricas e normativas para a docência, como: trabalhar na visão evolucionista, contextualizada e articulado entre as áreas. As orientações pedagógicas para a docência foram percebidas de forma menos expressiva do que o tratamento dado aos conteúdos de referência, especialmente ao se considerar os anos finais do Ensino Fundamental. A forma como os saberes analisados são trabalhados na formação inicial docente mostra a predominância do método tradicional. Os resultados apontam para um processo de formação inicial no Ensino Superior ainda com distanciamentos frente a saberes de referência e pedagógicos defendidos por educadores teóricos, como pelos documentos oficiais nacionais que tratam da formação inicial de professores. Os docentes entrevistados manifestaram dificuldades na aplicabilidade do PCN-CN no ensino. Das quatro entrevistas feitas, duas revelam que o professor da educação superior que teve na sua construção de saberes experienciais a vivência da docência na educação básica, ao ensinar, valoriza e transpõe mais facilmente os conteúdos de referência para o Ensino Fundamental do que aquele que não teve essa passagem. A faixa etária - adolescente - não recebe tratamento de estudo específico na formação pedagógica.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoDarsie, Marta Maria Pontinhttp://lattes.cnpq.br/8469435827236724Darsie, Marta Maria Pontin395.272.639-72395.272.639-72Lima, Tânia Maria de275.001.791-20http://lattes.cnpq.br/1003388291863684395.272.639-72Dalcin, Andreia537.740.940-04http://lattes.cnpq.br/3679337032190887Roehrs, Marfa Magali2019-03-08T14:38:14Z2014-01-302019-03-08T14:38:14Z2013-12-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisROEHRS, Marfa Magali. Licenciatura em Ciências Biológicas: uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental. 2013. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2013.http://ri.ufmt.br/handle/1/911porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-03-12T07:09:35Zoai:localhost:1/911Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-03-12T07:09:35Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
title |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
spellingShingle |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental Roehrs, Marfa Magali Saberes para formação inicial docente Saberes para a docência em ciências Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO Knowledge for initial teacher training Knowledge for the teaching of science Teacher training |
title_short |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
title_full |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
title_fullStr |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
title_full_unstemmed |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
title_sort |
Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental |
author |
Roehrs, Marfa Magali |
author_facet |
Roehrs, Marfa Magali |
author_role |
author |
dc.contributor.none.fl_str_mv |
Darsie, Marta Maria Pontin http://lattes.cnpq.br/8469435827236724 Darsie, Marta Maria Pontin 395.272.639-72 395.272.639-72 Lima, Tânia Maria de 275.001.791-20 http://lattes.cnpq.br/1003388291863684 395.272.639-72 Dalcin, Andreia 537.740.940-04 http://lattes.cnpq.br/3679337032190887 |
dc.contributor.author.fl_str_mv |
Roehrs, Marfa Magali |
dc.subject.por.fl_str_mv |
Saberes para formação inicial docente Saberes para a docência em ciências Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO Knowledge for initial teacher training Knowledge for the teaching of science Teacher training |
topic |
Saberes para formação inicial docente Saberes para a docência em ciências Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO Knowledge for initial teacher training Knowledge for the teaching of science Teacher training |
description |
The process of teacher education involves the election contemplated and/or denied knowledge. In terms of knowledge of the science of education and science of nature, it is very important that these are analyzed in its organizational structure in higher education in the Bachelor's Degree in Biological Sciences, graduate teachers who will work in the discipline of science in the final years of the Elementary Education. Therefore, we aim to investigate how the knowledge of reference for teaching and learning are covered by Degree in Biological Sciences UNEMAT for Teaching Science teachers who will work in the final years of elementary school. Some authors are considered as reference: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann (1986), Oliveira (2002), Lopes (2004), Boiler and Araújo (2009), Gil-Perez and Carvalho (1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), NC and CPNBiology. Considered as official documents Opinions/CNE/CES, Resolutions/CNE/CES, National Curriculum Guidelines, Decrees, PPP Course, Course Plans. The methodological construction took place from authors such as: Bogdan and Biklen (1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005), Martins (2007) and Gil (2010). Under the qualitative look at the data collection was mainly on official documents, curriculum, course plans supplemented by interviews. These data were submitted to descriptive and interpretive - explanatory analysis. The data reveal a Curriculum Matrix with light teaching, resulting advances a legal requirement, but still considerable gaps for not contemplating some reference content and pedagogical requested to Science Teaching for the final years of elementary school. The predominant frameworks adopted for the construction of the Matrix study were analyzed official legislative documents dealing with the course in Biological Sciences with emphasis on the scientific knowledge across disciplines covered. The perceived knowledge in the documents analyzed Course in Biological Sciences for initial teacher education of Sciences for the final years of elementary school are the reference teacher knowledge. However, this approach does not perceive the theoretical and normative recommendations for teaching such as: work in evolutionary, contextualized view and articulated between areas. Pedagogical guidelines for teaching were perceived significantly less than the treatment given to the contents of reference, especially when considering the final years of elementary school. The way the knowledge analyzed are worked in initial teacher training shows the predominance of the traditional method. The results point to a process of initial training in higher education still distancing front of reference knowledge and pedagogical theorists advocated by educators as the national official documents dealing with the initial training of teachers . The interviewed teachers expressed difficulties in the applicability of the CPN-CN in teaching. Of the four interviews, two reveal that the professor of higher education had in building experiential knowledge of the experience of teachers in basic education, valuesand translates the contents of reference for the elementary school more easily that he had no such passage. The age group - teenagers - do not receive treatment specific study on teacher training. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-12-12 2014-01-30 2019-03-08T14:38:14Z 2019-03-08T14:38:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
ROEHRS, Marfa Magali. Licenciatura em Ciências Biológicas: uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental. 2013. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2013. http://ri.ufmt.br/handle/1/911 |
identifier_str_mv |
ROEHRS, Marfa Magali. Licenciatura em Ciências Biológicas: uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental. 2013. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2013. |
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http://ri.ufmt.br/handle/1/911 |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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