INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.

Detalhes bibliográficos
Autor(a) principal: dos Santos Souza, Maycon
Data de Publicação: 2022
Outros Autores: Soares Lemos Shaw, Gisele
Tipo de documento: Artigo
Idioma: por
Título da fonte: Momento (Rio Grande. Online)
Texto Completo: https://periodicos.furg.br/momento/article/view/14143
Resumo: The formation of science teachers takes into consideration a series of factors ranging frompersonal and cultural aspects to social and economic aspects. Moreover, when an interdisciplinaryformacion is considered, the process becomes even more complex, since there is little research onthis subject. However, studies show that working on research in teaching, with the use ofInterdisciplinary Teaching Sequences (SDI), can contribute to teacher formation focused oninterdisciplinarity. Based on this perspective, the objective was to investigate, according to theperceptions of pedagogical residents in Nature Sciences, the contributions of a formative experienceinvolving research in teaching and interdisciplinary practices for interdisciplinary formation. In thisqualitative work, the phenomenology paradigm was used to investigate the perceptions andexperiences of the participants, obtained through questionnaires and experience reports, and thenanalyzed through Bardin's content analysis. The results showed that the residents understandinterdisciplinarity, according to authors such as Fazenda (2011), Melo (2015), Shaw (2019), amongothers that underpin this study, as well as relate it to research in teaching and to the use of SDI. Still,all agree that such tools contribute to reflection and to the improvement of their own pedagogicalpractice.
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spelling INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.FORMACIÓN INTERDISCIPLINARIA A TRAVÉS DE LA BÚSQUEDA EN LA ENSEÑANZA EN RESIDENCIA PEDAGÓGICA:: percepciones de los licenciando en ciencias de la naturaleza.FORMATION INTERDISCIPLINAIRE PAR LA RECHERCHE EN ENSEIGNEMENT EN RÉSIDENCE PÉDAGOGIQUE: perceptions des étudiants de premier cycle en sciences naturelles.FORMAÇÃO INTERDISCIPLINAR POR MEIO DA PESQUISA NO ENSINO NA RESIDÊNCIA PEDAGÓGICA: percepções de licenciandos em ciências da natureza.Ensino de Ciências; Interdisciplinaridade; Sequência Didática; Formação Docente.Science Teaching. Interdisciplinarity. Didactic Sequence. Teacher formation.Enseñanza de Ciencias. Interdisciplinariedad. Secuencia Didáctica. Formación Docente.The formation of science teachers takes into consideration a series of factors ranging frompersonal and cultural aspects to social and economic aspects. Moreover, when an interdisciplinaryformacion is considered, the process becomes even more complex, since there is little research onthis subject. However, studies show that working on research in teaching, with the use ofInterdisciplinary Teaching Sequences (SDI), can contribute to teacher formation focused oninterdisciplinarity. Based on this perspective, the objective was to investigate, according to theperceptions of pedagogical residents in Nature Sciences, the contributions of a formative experienceinvolving research in teaching and interdisciplinary practices for interdisciplinary formation. In thisqualitative work, the phenomenology paradigm was used to investigate the perceptions andexperiences of the participants, obtained through questionnaires and experience reports, and thenanalyzed through Bardin's content analysis. The results showed that the residents understandinterdisciplinarity, according to authors such as Fazenda (2011), Melo (2015), Shaw (2019), amongothers that underpin this study, as well as relate it to research in teaching and to the use of SDI. Still,all agree that such tools contribute to reflection and to the improvement of their own pedagogicalpractice.: La formación de profesores de Ciencias toma en consideración una serie de factores quevan desde aspectos personales y culturales hasta aspectos sociales y económicos. Además, cuandose piensa en una formación interdisciplinaria, el proceso se vuelve aún más complejo, teniendo encuenta que existen pocas investigaciones sobre esa temática. Sin embargo, los estudios muestran quetrabajar la búsqueda en la enseñanza, con el uso de secuencias didácticas interdisciplinares (SDI),puede contribuir a la formación docente orientada a la interdisciplinariedad. Con base en esaperspectiva, se objetivó investigar, según las percepciones de residentes pedagógicos en Ciencias dela Naturaleza, las contribuciones de una experiencia formativa involucrando investigación en laenseñanza y prácticas interdisciplinarias para la formación interdisciplinaria. En este trabajocualitativo se utilizó el paradigma de la fenomenología para investigar las percepciones y lasexperiencias de los participantes, obtenidas por medio de cuestionarios y de relatos de experienciasy luego analizadas por medio del análisis de contenidos de Bardin. Los resultados mostraron que losresidentes comprenden la interdisciplinariedad, conforme autores como Fazenda (2011), Melo(2015), Shaw (2019), entre otros que fundamentan este estudio, así como la relacionan con lainvestigación en la enseñanza y con la utilización de SDI. Sin embargo, todos están de acuerdo enque tales herramientas contribuyen a la reflexión y a la mejora de su propia práctica pedagógica.La formation des professeurs de sciences tient compte d'une série de facteurs qui vont dedes aspects personnels et culturels aux aspects sociaux et culturels. De plus, lorsqu'on pense à la formation interdisciplinaire, le processus devient encore plus complexe, étant donné qu'il existe peu d'enquêtes sur ce sujet. Cependant, ils montrent que les études utilisant des séquences didactiques interdisciplinaires (SDI) peuvent contribuer à la formation des enseignants à l'interdisciplinarité. Sur la base de cette enquête, selon l'objectif de l'éducation à la nature, des recherches et des pratiques interdisciplinaires. Cette foi qualitative est utilisée pour enquêter sur le paradigme des expériences par la suite et pour enquêter en tant qu'expériences, pour les rapports intermédiaires des participants et pour le contenu central de Bardin. Les résultats interdisciplinaires, comme d'autres15, les enseignants se rapportent à cette étude (2), Shaw, parmi les résidents fondamentaux, cette étude (2), Shaw . Pourtant, tous s'accordent à dire que de tels outils contribuent à la réflexion et à l'amélioration de leur propre pratique pédagogique.A formação de professores de Ciências leva em consideração uma série de fatores que vãodesde aspectos pessoais e culturais até aspectos sociais e econômicos. Além disso, quando se pensa numa formação interdisciplinar, o processo torna-se ainda mais complexo, tendo em vista que existem poucas investigações sobre essa temática. No entanto, estudos mostram que trabalhar a pesquisa no ensino, com o uso de Sequências Didáticas Interdisciplinares (SDI), pode contribuir para a formação docente voltada para a interdisciplinaridade. Com base nessa perspectiva, objetivou-se investigar, segundo as percepções de residentes pedagógicos em Ciências da Natureza, as contribuições de uma experiência formativa envolvendo pesquisa no ensino e práticas interdisciplinares para a formação interdisciplinar. Neste trabalho qualitativo foi utilizado o paradigma da fenomenologia para investigar as percepções e as experiências dos participantes, obtidas por meio de questionários e de relatos de experiências e depois analisadas por meio da análise de conteúdos de Bardin. Os resultados mostraram que os residentes compreendem a interdisciplinaridade, conforme autores como Fazenda (2011), Melo (2015), Shaw (2019), dentre outros que fundamentam este estudo, bem como a relacionam com a pesquisa no ensino e com a utilização de SDI. Ainda, todos concordam que tais ferramentas contribuem para a reflexão e para a melhoria de sua própria prática pedagógica.Universidade Federal do Rio Grande2022-11-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1414310.14295/momento.v31i03.14143Momento - Diálogos em Educação; Vol. 31 No. 03 (2022): Dossiê Temático: A PESQUISA EM EDUCAÇÃO E SUAS INTERFACES METODOLÓGICAS E EPISTEMOLÓGICAS; 317-341Momento - Diálogos em Educação; v. 31 n. 03 (2022): Dossiê Temático: A PESQUISA EM EDUCAÇÃO E SUAS INTERFACES METODOLÓGICAS E EPISTEMOLÓGICAS; 317-3412316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/14143/9897Copyright (c) 2022 Momento - Diálogos em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessdos Santos Souza, MayconSoares Lemos Shaw, Gisele 2022-11-26T15:48:03Zoai:periodicos.furg.br:article/14143Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2022-11-26T15:48:03Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false
dc.title.none.fl_str_mv INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
FORMACIÓN INTERDISCIPLINARIA A TRAVÉS DE LA BÚSQUEDA EN LA ENSEÑANZA EN RESIDENCIA PEDAGÓGICA:: percepciones de los licenciando en ciencias de la naturaleza.
FORMATION INTERDISCIPLINAIRE PAR LA RECHERCHE EN ENSEIGNEMENT EN RÉSIDENCE PÉDAGOGIQUE: perceptions des étudiants de premier cycle en sciences naturelles.
FORMAÇÃO INTERDISCIPLINAR POR MEIO DA PESQUISA NO ENSINO NA RESIDÊNCIA PEDAGÓGICA: percepções de licenciandos em ciências da natureza.
title INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
spellingShingle INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
dos Santos Souza, Maycon
Ensino de Ciências; Interdisciplinaridade; Sequência Didática; Formação Docente.
Science Teaching. Interdisciplinarity. Didactic Sequence. Teacher formation.
Enseñanza de Ciencias. Interdisciplinariedad. Secuencia Didáctica. Formación Docente.
title_short INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
title_full INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
title_fullStr INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
title_full_unstemmed INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
title_sort INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.
author dos Santos Souza, Maycon
author_facet dos Santos Souza, Maycon
Soares Lemos Shaw, Gisele
author_role author
author2 Soares Lemos Shaw, Gisele
author2_role author
dc.contributor.author.fl_str_mv dos Santos Souza, Maycon
Soares Lemos Shaw, Gisele
dc.subject.por.fl_str_mv Ensino de Ciências; Interdisciplinaridade; Sequência Didática; Formação Docente.
Science Teaching. Interdisciplinarity. Didactic Sequence. Teacher formation.
Enseñanza de Ciencias. Interdisciplinariedad. Secuencia Didáctica. Formación Docente.
topic Ensino de Ciências; Interdisciplinaridade; Sequência Didática; Formação Docente.
Science Teaching. Interdisciplinarity. Didactic Sequence. Teacher formation.
Enseñanza de Ciencias. Interdisciplinariedad. Secuencia Didáctica. Formación Docente.
description The formation of science teachers takes into consideration a series of factors ranging frompersonal and cultural aspects to social and economic aspects. Moreover, when an interdisciplinaryformacion is considered, the process becomes even more complex, since there is little research onthis subject. However, studies show that working on research in teaching, with the use ofInterdisciplinary Teaching Sequences (SDI), can contribute to teacher formation focused oninterdisciplinarity. Based on this perspective, the objective was to investigate, according to theperceptions of pedagogical residents in Nature Sciences, the contributions of a formative experienceinvolving research in teaching and interdisciplinary practices for interdisciplinary formation. In thisqualitative work, the phenomenology paradigm was used to investigate the perceptions andexperiences of the participants, obtained through questionnaires and experience reports, and thenanalyzed through Bardin's content analysis. The results showed that the residents understandinterdisciplinarity, according to authors such as Fazenda (2011), Melo (2015), Shaw (2019), amongothers that underpin this study, as well as relate it to research in teaching and to the use of SDI. Still,all agree that such tools contribute to reflection and to the improvement of their own pedagogicalpractice.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-26
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/14143
10.14295/momento.v31i03.14143
url https://periodicos.furg.br/momento/article/view/14143
identifier_str_mv 10.14295/momento.v31i03.14143
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.furg.br/momento/article/view/14143/9897
dc.rights.driver.fl_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
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. 31 No. 03 (2022): Dossiê Temático: A PESQUISA EM EDUCAÇÃO E SUAS INTERFACES METODOLÓGICAS E EPISTEMOLÓGICAS; 317-341
Momento - Diálogos em Educação; v. 31 n. 03 (2022): Dossiê Temático: A PESQUISA EM EDUCAÇÃO E SUAS INTERFACES METODOLÓGICAS E EPISTEMOLÓGICAS; 317-341
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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