WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Momento (Rio Grande. Online) |
Texto Completo: | https://periodicos.furg.br/momento/article/view/2441 |
Resumo: | Master, may I write with my own words? What seems more a chorus of Elementary and High School students also can be heard in Higher Education classrooms, in professors training courses of Science and Biology, on disciplines for internships teachers. What provides this silencing of the textual productions of our future teachers? Which of other issues are involved in this feeling of worthlessness of writing? Starting from the initial interrogation of this summary, conducted by the students of the final Degree in Biological Sciences from two public Universities (2005 – 2011), and the work developed within the semester, I aim to analyze what situations that leads to the silencing in writing, as well as the notion within a course of formation of the own words (or the own head) and the authors in textual production activities. During these semesters is possible to notice how the idea of being graduated as an transformation act, of self change, of the self construction as subjects, who thinks and acts regarding to what they’ve learned, is not clear to the students. That is, sometimes, often by claiming to be offset by the possibility of writing in their own words, the students do not identify themselves, in their way to deal with the professionals challenges (the course conclusion research or the text production for the regency, for example) the traces of their formation, or the learning of the disciplines (both classes and texts readings) as participating of their constitution as subjects. Besides, they take the formal-academic writing (and scientific divulgation texts – for the scholar public) not only neutral and impersonal, as without a establishment of links with the culture or production of senses delinked from those strictly scientific. |
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WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGYEscrita e leitura na formação do docente de Ciências e BiologiaLeitura e EscritaFormação DocenteEducação em CiênciasMaster, may I write with my own words? What seems more a chorus of Elementary and High School students also can be heard in Higher Education classrooms, in professors training courses of Science and Biology, on disciplines for internships teachers. What provides this silencing of the textual productions of our future teachers? Which of other issues are involved in this feeling of worthlessness of writing? Starting from the initial interrogation of this summary, conducted by the students of the final Degree in Biological Sciences from two public Universities (2005 – 2011), and the work developed within the semester, I aim to analyze what situations that leads to the silencing in writing, as well as the notion within a course of formation of the own words (or the own head) and the authors in textual production activities. During these semesters is possible to notice how the idea of being graduated as an transformation act, of self change, of the self construction as subjects, who thinks and acts regarding to what they’ve learned, is not clear to the students. That is, sometimes, often by claiming to be offset by the possibility of writing in their own words, the students do not identify themselves, in their way to deal with the professionals challenges (the course conclusion research or the text production for the regency, for example) the traces of their formation, or the learning of the disciplines (both classes and texts readings) as participating of their constitution as subjects. Besides, they take the formal-academic writing (and scientific divulgation texts – for the scholar public) not only neutral and impersonal, as without a establishment of links with the culture or production of senses delinked from those strictly scientific.Professora, posso escrever com as minhas palavras? O que parece um coro de alunos da Educação Básica também pode ser escutado nas aulas do Ensino Superior, em cursos de Licenciatura de Ciências Biológicas, nas disciplinas de estágios docentes. O que propicia este silenciamento na produção de nossos futuros docentes? Que questões estão envolvidas neste sentimento de desvalia da escrita de si? Partindo da interrogação inicial deste resumo, realizada por estudantes nas disciplinas finais do curso de Licenciatura em Ciências Biológicas de duas universidades públicas (2005-2011) e do trabalho desenvolvido ao longo dos semestres, busco analisar que situações levam ao silenciamento na escrita de si, bem como à noção, dentro de um curso de formação, das palavras próprias (ou da própria cabeça) e dos autores em atividades de produção textual. Ao longo destes semestres, é possível perceber o quanto a ideia de formar-se como ato de transformação, de modificação de si, da constituição de si como sujeitos que pensam e agem em relação ao que aprenderam, não é clara aos estudantes. Ou seja, muitas vezes, ao afirmarem-se anulados pela impossibilidade de escrita com suas próprias palavras, os estudantes não identificam em si, em seu modo de lidar com as questões profissionais (como pesquisa de monografias ou produção textual para a regência) os traços de sua formação, ou os aprendizados das disciplinas (tanto de aulas, quanto leituras de texto). Além disso, tomam a escrita formal-acadêmica (e textos de divulgação científica para o público escolar) como neutra e impessoal, sem estabelecimento de vínculos com a cultura.Universidade Federal do Rio Grande2012-05-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/2441Momento - Diálogos em Educação; Vol. 20 No. 2 (2011); 105-116Momento - Diálogos em Educação; v. 20 n. 2 (2011); 105-1162316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/2441/1412Copyright (c) 2014 Momento - Diálogos em Educaçãoinfo:eu-repo/semantics/openAccessArnt, Ana de Medeiros2023-01-05T15:57:21Zoai:periodicos.furg.br:article/2441Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2023-01-05T15:57:21Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false |
dc.title.none.fl_str_mv |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY Escrita e leitura na formação do docente de Ciências e Biologia |
title |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
spellingShingle |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY Arnt, Ana de Medeiros Leitura e Escrita Formação Docente Educação em Ciências |
title_short |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
title_full |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
title_fullStr |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
title_full_unstemmed |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
title_sort |
WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY |
author |
Arnt, Ana de Medeiros |
author_facet |
Arnt, Ana de Medeiros |
author_role |
author |
dc.contributor.author.fl_str_mv |
Arnt, Ana de Medeiros |
dc.subject.por.fl_str_mv |
Leitura e Escrita Formação Docente Educação em Ciências |
topic |
Leitura e Escrita Formação Docente Educação em Ciências |
description |
Master, may I write with my own words? What seems more a chorus of Elementary and High School students also can be heard in Higher Education classrooms, in professors training courses of Science and Biology, on disciplines for internships teachers. What provides this silencing of the textual productions of our future teachers? Which of other issues are involved in this feeling of worthlessness of writing? Starting from the initial interrogation of this summary, conducted by the students of the final Degree in Biological Sciences from two public Universities (2005 – 2011), and the work developed within the semester, I aim to analyze what situations that leads to the silencing in writing, as well as the notion within a course of formation of the own words (or the own head) and the authors in textual production activities. During these semesters is possible to notice how the idea of being graduated as an transformation act, of self change, of the self construction as subjects, who thinks and acts regarding to what they’ve learned, is not clear to the students. That is, sometimes, often by claiming to be offset by the possibility of writing in their own words, the students do not identify themselves, in their way to deal with the professionals challenges (the course conclusion research or the text production for the regency, for example) the traces of their formation, or the learning of the disciplines (both classes and texts readings) as participating of their constitution as subjects. Besides, they take the formal-academic writing (and scientific divulgation texts – for the scholar public) not only neutral and impersonal, as without a establishment of links with the culture or production of senses delinked from those strictly scientific. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-05-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.furg.br/momento/article/view/2441 |
url |
https://periodicos.furg.br/momento/article/view/2441 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.furg.br/momento/article/view/2441/1412 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Momento - Diálogos em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Momento - Diálogos em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
dc.source.none.fl_str_mv |
Momento - Diálogos em Educação; Vol. 20 No. 2 (2011); 105-116 Momento - Diálogos em Educação; v. 20 n. 2 (2011); 105-116 2316-3100 reponame:Momento (Rio Grande. Online) instname:Universidade Federal do Rio Grande (FURG) instacron:FURG |
instname_str |
Universidade Federal do Rio Grande (FURG) |
instacron_str |
FURG |
institution |
FURG |
reponame_str |
Momento (Rio Grande. Online) |
collection |
Momento (Rio Grande. Online) |
repository.name.fl_str_mv |
Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG) |
repository.mail.fl_str_mv |
||momento.educacao@furg.br |
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1775493249067122688 |