(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15869 |
Resumo: | Reflecting, the central theme developed in this work, is a central focus in the discussion of important issues that permeate Education in our country and that are often approached in a technical way only, to meet curricular requirements. Among the many issues that are urgently needed to stimulate critical thinking are: abortion, euthanasia, drugs, religiosity, sexuality, wars, civilian weapons, nuclear weapons, radical political manifestations of population segments, hunger, use sustainable use of water and energy. To address some of these, the chapters seek in some way to answer the question of research versed in the following statement: How can subversive teaching strategies be important allies in the most significant learning processes? Based on the author 's teaching experiences, they are explored in the seven chapters presented, fruits of his professional performance at middle and upper levels of teaching, aspects related to his own experience, anchored from some related theorists. In the initial chapter, it is reported the use of theatrical performances to discuss the epistemology of the sciences. In the sequence, the presentation and suggestion of work with the conceptual fields of radiation and radioactivity are carried out, little approached within the area of teaching, based on a review of the literature and which are fruitful for its use in an interdisciplinary way. The importance of methodological teaching strategies in a continuing education course for educators of the northern plateau of Santa Catarina is discussed; we present the critical knowledge as a bias of action together with the training of graduates in the area of interdisciplinary training in natural sciences; the use of the "Portfolio" tool is presented as an evaluation strategy with a more reflective and less traditional character. Finally, the last text, "Suicidal Society: Father, forgive them do not know what they do!", Focuses specifically on the reflection on the relationship between technology use, gender and sexuality issues, and their impacts on contemporary society . We conclude by denoting the importance of giving voice and bringing to light aspects that are somehow treated in the background in our educational environment, especially the mental health of students, from teaching strategies that make learning more meaningful. |
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2019-03-11T20:01:13Z2019-03-11T20:01:13Z2018-07-17http://repositorio.ufsm.br/handle/1/15869Reflecting, the central theme developed in this work, is a central focus in the discussion of important issues that permeate Education in our country and that are often approached in a technical way only, to meet curricular requirements. Among the many issues that are urgently needed to stimulate critical thinking are: abortion, euthanasia, drugs, religiosity, sexuality, wars, civilian weapons, nuclear weapons, radical political manifestations of population segments, hunger, use sustainable use of water and energy. To address some of these, the chapters seek in some way to answer the question of research versed in the following statement: How can subversive teaching strategies be important allies in the most significant learning processes? Based on the author 's teaching experiences, they are explored in the seven chapters presented, fruits of his professional performance at middle and upper levels of teaching, aspects related to his own experience, anchored from some related theorists. In the initial chapter, it is reported the use of theatrical performances to discuss the epistemology of the sciences. In the sequence, the presentation and suggestion of work with the conceptual fields of radiation and radioactivity are carried out, little approached within the area of teaching, based on a review of the literature and which are fruitful for its use in an interdisciplinary way. The importance of methodological teaching strategies in a continuing education course for educators of the northern plateau of Santa Catarina is discussed; we present the critical knowledge as a bias of action together with the training of graduates in the area of interdisciplinary training in natural sciences; the use of the "Portfolio" tool is presented as an evaluation strategy with a more reflective and less traditional character. Finally, the last text, "Suicidal Society: Father, forgive them do not know what they do!", Focuses specifically on the reflection on the relationship between technology use, gender and sexuality issues, and their impacts on contemporary society . We conclude by denoting the importance of giving voice and bringing to light aspects that are somehow treated in the background in our educational environment, especially the mental health of students, from teaching strategies that make learning more meaningful.Refletir, temática central desenvolvida neste trabalho, é foco central na discussão de importantes questões que permeiam a Educação em nosso país e que muitas vezes são abordadas de forma apenas técnica, para cumprir exigências curriculares. Dentre os inúmeros assuntos, de urgente discussão para o estímulo ao pensar crítico, podemos enunciar os seguintes: aborto, eutanásia, drogas, religiosidade, sexualidade, guerras, armamento de pessoas civis, armas nucleares, manifestações políticas radicais de segmentos populacionais, fome, utilização sustentável de água e energia. Para abordar alguns destes, os capítulos buscam de algum modo responder a questão de pesquisa versada no seguinte enunciado: Como as estratégias de ensino com caráter subversivo podem ser importantes aliadas nos processos de aprendizagem mais significativos? A partir das experiências docentes do autor, são explorados nos sete capítulos apresentados, frutos de sua atuação profissional em níveis médio e superior de ensino, aspectos relacionados à sua própria vivência, ancorados a partir de alguns teóricos relacionados. No capítulo inicial, é relatada a utilização de performances teatrais para discutir a epistemologia das ciências. Na sequência, é realizada a apresentação e sugestão de trabalho com os campos conceituais radiações e radioatividade, pouco abordados dentro da área de ensino, a partir da revisão de literatura realizada e que se mostram frutíferos para sua utilização de forma interdisciplinar. Discute-se a importância de estratégias metodológicas de ensino em um curso de formação continuada para educadores do planalto norte catarinense; apresentamos o conhecimento crítico como viés de atuação junto à formação dos licenciados na área de formação interdisciplinar em ciências da natureza; é apresentado, como estratégia avaliativa com caráter mais reflexivo e menos tradicional, o uso da ferramenta “Portfólio”. Por fim, o último texto, “Sociedade Suicida: Pai, perdoai eles não sabem o que fazem?!”, centra-se especificamente na reflexão acerca das relações entre uso de tecnologias, questões de gênero e sexualidade, e seus impactos na sociedade contemporânea. Finalizamos denotando a importância de dar voz e trazer a tona aspectos que são de alguma forma tratados em segundo plano em nosso ambiente educacional, principalmente a saúde mental dos estudantes, a partir de estratégias de ensino que tornem a aprendizagem mais significativa.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino subversivoInterdisciplinaridadeAprendizagem significativaEducação do campoSubversive teachingInterdisciplinarityMeaningful learningRural educationCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docenteReflection - breaking paradigms in times of loss of teaching autonomyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisGarcia, Isabel Kreyhttp://lattes.cnpq.br/3865537547314234Corrêa, Guilherme Carloshttp://lattes.cnpq.br/6795467308135033Tocchetto, Marta Regina Lopeshttp://lattes.cnpq.br/1763531954372428Bazzo, Walter Antoniohttp://lattes.cnpq.br/1084484827934141Brick, Elizandro Mauríciohttp://lattes.cnpq.br/2410455109298846http://lattes.cnpq.br/6102986662431101Gomes, André Taschetto200800000002600721b7070-8fc9-4ca9-a69c-9e4bc3efed05b3d1b5a7-2602-4c52-92bd-a38b4e8ab4d40087ffcd-785e-4cc5-8019-02f85b5427021a523e5b-505a-4dfa-8e13-d6f1668acab9c64e6c9c-1d8b-4906-9c58-bba9df9ee2c43fe309fd-0729-4fc4-b497-5c0ef5ee7a65reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEC_2018_GOMES_ANDRE.pdfTES_PPGEC_2018_GOMES_ANDRE.pdfTese de Doutoradoapplication/pdf4402561http://repositorio.ufsm.br/bitstream/1/15869/1/TES_PPGEC_2018_GOMES_ANDRE.pdfb08a9077d85202463c9fbee9cf52558eMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
dc.title.alternative.eng.fl_str_mv |
Reflection - breaking paradigms in times of loss of teaching autonomy |
title |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
spellingShingle |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente Gomes, André Taschetto Ensino subversivo Interdisciplinaridade Aprendizagem significativa Educação do campo Subversive teaching Interdisciplinarity Meaningful learning Rural education CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
title_full |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
title_fullStr |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
title_full_unstemmed |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
title_sort |
(Re)flexão: quebrando paradigmas em tempos de perda de autonomia docente |
author |
Gomes, André Taschetto |
author_facet |
Gomes, André Taschetto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Garcia, Isabel Krey |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3865537547314234 |
dc.contributor.referee1.fl_str_mv |
Corrêa, Guilherme Carlos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6795467308135033 |
dc.contributor.referee2.fl_str_mv |
Tocchetto, Marta Regina Lopes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1763531954372428 |
dc.contributor.referee3.fl_str_mv |
Bazzo, Walter Antonio |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1084484827934141 |
dc.contributor.referee4.fl_str_mv |
Brick, Elizandro Maurício |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2410455109298846 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6102986662431101 |
dc.contributor.author.fl_str_mv |
Gomes, André Taschetto |
contributor_str_mv |
Garcia, Isabel Krey Corrêa, Guilherme Carlos Tocchetto, Marta Regina Lopes Bazzo, Walter Antonio Brick, Elizandro Maurício |
dc.subject.por.fl_str_mv |
Ensino subversivo Interdisciplinaridade Aprendizagem significativa Educação do campo |
topic |
Ensino subversivo Interdisciplinaridade Aprendizagem significativa Educação do campo Subversive teaching Interdisciplinarity Meaningful learning Rural education CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Subversive teaching Interdisciplinarity Meaningful learning Rural education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
Reflecting, the central theme developed in this work, is a central focus in the discussion of important issues that permeate Education in our country and that are often approached in a technical way only, to meet curricular requirements. Among the many issues that are urgently needed to stimulate critical thinking are: abortion, euthanasia, drugs, religiosity, sexuality, wars, civilian weapons, nuclear weapons, radical political manifestations of population segments, hunger, use sustainable use of water and energy. To address some of these, the chapters seek in some way to answer the question of research versed in the following statement: How can subversive teaching strategies be important allies in the most significant learning processes? Based on the author 's teaching experiences, they are explored in the seven chapters presented, fruits of his professional performance at middle and upper levels of teaching, aspects related to his own experience, anchored from some related theorists. In the initial chapter, it is reported the use of theatrical performances to discuss the epistemology of the sciences. In the sequence, the presentation and suggestion of work with the conceptual fields of radiation and radioactivity are carried out, little approached within the area of teaching, based on a review of the literature and which are fruitful for its use in an interdisciplinary way. The importance of methodological teaching strategies in a continuing education course for educators of the northern plateau of Santa Catarina is discussed; we present the critical knowledge as a bias of action together with the training of graduates in the area of interdisciplinary training in natural sciences; the use of the "Portfolio" tool is presented as an evaluation strategy with a more reflective and less traditional character. Finally, the last text, "Suicidal Society: Father, forgive them do not know what they do!", Focuses specifically on the reflection on the relationship between technology use, gender and sexuality issues, and their impacts on contemporary society . We conclude by denoting the importance of giving voice and bringing to light aspects that are somehow treated in the background in our educational environment, especially the mental health of students, from teaching strategies that make learning more meaningful. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-07-17 |
dc.date.accessioned.fl_str_mv |
2019-03-11T20:01:13Z |
dc.date.available.fl_str_mv |
2019-03-11T20:01:13Z |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/15869 |
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por |
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200800000002 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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