Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers

Detalhes bibliográficos
Autor(a) principal: Brito, Vilma de Oliveira
Data de Publicação: 2022
Outros Autores: Ribeiro, Marcel Thiago Damasceno
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1475
Resumo: This article seeks to contribute to the understanding of Scientific and Pedagogical Content Knowledge of Natural Science teachers at a state school in Várzea-Grande - MT. In this sense, the research problem is presented: how is the scientific and pedagogical knowledge of the Natural Sciences content underlying the teaching of teachers configured and expressed, when reporting the teaching they carry out in the final years of Elementary School? A qualitative approach is adopted, based on Narrative Research. The instruments were: a questionnaire and semi-structured interviews. The research collaborators are four professors of Natural Sciences. The results show the legitimacy of scientific knowledge in the methodologies of the pedagogical work of all the teachers surveyed, however, they are used, in a reductionist way, supported by the literature. It is intended, in the present study, to contribute to the debates for the construction of a knowledge base, involving scientific and pedagogical knowledge of Natural Sciences content.
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spelling Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachersMatices del conocimiento científico y pedagógico del contenido expresado por los profesores de ciencias naturales de escuela primariaNuances dos saberes científicos e pedagógicos de conteúdo expressos por professores de ciências naturais do ensino fundamentalScientific KnowledgePedagogical Knowledge of ContentNarrative ResearchSaberes CientíficosSaberes Pedagógicos de ConteúdosPesquisa NarrativaThis article seeks to contribute to the understanding of Scientific and Pedagogical Content Knowledge of Natural Science teachers at a state school in Várzea-Grande - MT. In this sense, the research problem is presented: how is the scientific and pedagogical knowledge of the Natural Sciences content underlying the teaching of teachers configured and expressed, when reporting the teaching they carry out in the final years of Elementary School? A qualitative approach is adopted, based on Narrative Research. The instruments were: a questionnaire and semi-structured interviews. The research collaborators are four professors of Natural Sciences. The results show the legitimacy of scientific knowledge in the methodologies of the pedagogical work of all the teachers surveyed, however, they are used, in a reductionist way, supported by the literature. It is intended, in the present study, to contribute to the debates for the construction of a knowledge base, involving scientific and pedagogical knowledge of Natural Sciences content.Este artículo busca contribuir a la comprensión del Conocimiento Científico y Pedagógico del Contenido de los profesores de Ciencias Naturales de una escuela pública de Várzea-Grande - MT. En ese sentido, se presenta el problema de investigación: ¿cómo se configura y expresa el conocimiento científico y pedagógico de los contenidos de las Ciencias Naturales que fundamentan la enseñanza de los docentes, al relatar la enseñanza que realizan en los últimos años de la Enseñanza Fundamental? Se adopta un enfoque cualitativo, basado en la Investigación Narrativa. Los instrumentos fueron: un cuestionario y entrevistas semiestructuradas. Los colaboradores de la investigación son cuatro profesores de Ciencias Naturales. Los resultados muestran la legitimidad del conocimiento científico en las metodologías del trabajo pedagógico de todos los docentes encuestados, sin embargo, son utilizados, de forma reduccionista, sustentados en la literatura. Se pretende, en el presente estudio, contribuir a los debates para la construcción de una base de conocimiento, involucrando el conocimiento científico y pedagógico del contenido de las Ciencias Naturales.Este artigo busca contribuir com a compreensão dos Saberes Científicos e Pedagógicos de Conteúdo de professores de Ciências Naturais de uma escola estadual, em Várzea-Grande – MT. Nesse sentido, apresenta-se o problema de pesquisa: como se configuram e se expressam os saberes científicos e pedagógicos de conteúdos de Ciências Naturais subjacentes à docência de professores, ao relatarem o ensino que realizam nos anos finais do Ensino Fundamental? Adota-se uma pesquisa de abordagem qualitativa, a partir da Pesquisa Narrativa. Os instrumentos foram: um questionário e entrevistas semiestruturadas. Os colaboradores da pesquisa são quatro professores de Ciências Naturais. Os resultados evidenciam a legitimidade dos saberes científicos nas metodologias do trabalho pedagógico de todos os professores pesquisados, no entanto, são utilizados, de forma reducionista, apoiados nas literaturas. Pretende-se, no presente estudo, contribuir com os debates para construção de uma base de conhecimentos, envolvendo saberes científicos e pedagógicos de conteúdo de Ciências Naturais.Revista Prática Docente2022-07-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCiênciasCiênciasCiênciasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/147510.23926/RPD.2022.v7.n2.e22046.id1475Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): May to August 2022; e22046Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; e22046Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220462526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1475/661Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBrito, Vilma de OliveiraRibeiro, Marcel Thiago Damasceno2022-06-03T13:08:54Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1475Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:08:54Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
Matices del conocimiento científico y pedagógico del contenido expresado por los profesores de ciencias naturales de escuela primaria
Nuances dos saberes científicos e pedagógicos de conteúdo expressos por professores de ciências naturais do ensino fundamental
title Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
spellingShingle Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
Brito, Vilma de Oliveira
Scientific Knowledge
Pedagogical Knowledge of Content
Narrative Research
Saberes Científicos
Saberes Pedagógicos de Conteúdos
Pesquisa Narrativa
title_short Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
title_full Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
title_fullStr Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
title_full_unstemmed Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
title_sort Nuances of scientific and pedagogic knowledge of content expressed by elementary school natural science teachers
author Brito, Vilma de Oliveira
author_facet Brito, Vilma de Oliveira
Ribeiro, Marcel Thiago Damasceno
author_role author
author2 Ribeiro, Marcel Thiago Damasceno
author2_role author
dc.contributor.author.fl_str_mv Brito, Vilma de Oliveira
Ribeiro, Marcel Thiago Damasceno
dc.subject.por.fl_str_mv Scientific Knowledge
Pedagogical Knowledge of Content
Narrative Research
Saberes Científicos
Saberes Pedagógicos de Conteúdos
Pesquisa Narrativa
topic Scientific Knowledge
Pedagogical Knowledge of Content
Narrative Research
Saberes Científicos
Saberes Pedagógicos de Conteúdos
Pesquisa Narrativa
description This article seeks to contribute to the understanding of Scientific and Pedagogical Content Knowledge of Natural Science teachers at a state school in Várzea-Grande - MT. In this sense, the research problem is presented: how is the scientific and pedagogical knowledge of the Natural Sciences content underlying the teaching of teachers configured and expressed, when reporting the teaching they carry out in the final years of Elementary School? A qualitative approach is adopted, based on Narrative Research. The instruments were: a questionnaire and semi-structured interviews. The research collaborators are four professors of Natural Sciences. The results show the legitimacy of scientific knowledge in the methodologies of the pedagogical work of all the teachers surveyed, however, they are used, in a reductionist way, supported by the literature. It is intended, in the present study, to contribute to the debates for the construction of a knowledge base, involving scientific and pedagogical knowledge of Natural Sciences content.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Ciências
Ciências
Ciências
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1475
10.23926/RPD.2022.v7.n2.e22046.id1475
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1475
identifier_str_mv 10.23926/RPD.2022.v7.n2.e22046.id1475
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1475/661
dc.rights.driver.fl_str_mv Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): May to August 2022; e22046
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; e22046
Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22046
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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