CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS

Detalhes bibliográficos
Autor(a) principal: Drobinichi Nunes, Meg de Messias
Data de Publicação: 2018
Outros Autores: Lopes Junior, Jair, Messias Fialho Capellini, Vera Lucia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/587
Resumo: In this article we present an educational proposal in Natural Sciences carried out during the second semester of 2017 in a public school located in the interior of São Paulo state. This proposal aimed to approach the scientific content of students daily life which were enrolled in a 5th grade of Elementary School in order to investigate the hypothesis of influences generated by this proximity to the development of Portuguese language skills. Therefore, relations between the use of this proposal and the scientific literacy (SL) process from the science-technology-society-environment(STSE) perspective were established. The analysis of this intervention was made by indicators that could demonstrate if scientific literacy was occurring, as well as the observation of the textual production process guided by guiding tickets (notes). The results demonstrated the possibility of articulation between the two disciplines through a didactic planning considering the use of textual genres. The conclusions of this study reveal that planning interdisciplinary teaching using different textual genres makes sense to the sciences in their social practices, as well as the presence of SL indicators as a result of the interventions made by the research shows motivation for demonstrating skills in both disciplines.
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spelling CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARSCONTEÚDOS CURRICULARES EM CIÊNCIAS NATURAIS PARA O PLANEJAMENTO DE ENSINO E O DESENVOLVIMENTO DE HABILIDADES EM LÍNGUA PORTUGUESA NOS ANOS INICIAISEnsino de ciênciasCTSAHabilidades em língua portuguesaAlfabetização científicaScience teachingSTSEPortuguese language skillsScientific LiteracyIn this article we present an educational proposal in Natural Sciences carried out during the second semester of 2017 in a public school located in the interior of São Paulo state. This proposal aimed to approach the scientific content of students daily life which were enrolled in a 5th grade of Elementary School in order to investigate the hypothesis of influences generated by this proximity to the development of Portuguese language skills. Therefore, relations between the use of this proposal and the scientific literacy (SL) process from the science-technology-society-environment(STSE) perspective were established. The analysis of this intervention was made by indicators that could demonstrate if scientific literacy was occurring, as well as the observation of the textual production process guided by guiding tickets (notes). The results demonstrated the possibility of articulation between the two disciplines through a didactic planning considering the use of textual genres. The conclusions of this study reveal that planning interdisciplinary teaching using different textual genres makes sense to the sciences in their social practices, as well as the presence of SL indicators as a result of the interventions made by the research shows motivation for demonstrating skills in both disciplines.Neste artigo apresentamos uma proposta em Ciências Naturais realizada durante o segundo semestre letivo do ano de 2017 em uma escola da rede pública de São Paulo em um município do interior do Estado. Esta proposta foi realizada no intuito de aproximar o conteúdo científico do cotidiano de alunos matriculados em um 5º ano do Ensino Fundamental para investigar a hipótese de influências geradas por tal aproximação no desenvolvimento de habilidades em língua portuguesa. Para tanto, foram estabelecidas relações entre o uso desta proposta e o processo de alfabetização científica (AC) na perspectiva de ciência-tecnologia-sociedade-ambiente (CTSA). A análise desta intervenção efetuou-se por indicadores que pudessem demonstrar se a alfabetização científica estaria ocorrendo, bem como na observação do processo de produção textual guiada por bilhetes orientadores. Os resultados demonstraram a possibilidade de articulação entre às duas disciplinas através do planejamento didático considerando o uso de gêneros textuais. As conclusões deste estudo revelam que o planejamento de ensino interdisciplinar através do uso dos gêneros textuais oferece sentido às ciências em suas práticas sociais, assim como, a presença de indicadores de AC como resultado das intervenções feitas pela pesquisa evidencia um estimulo para demonstração de habilidades em ambas disciplinas.Revista Prática Docente2018-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/58710.23926/RPD.2526-2149.2018.v3.n2.p700-719.id290Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 2 (2018): Julho a Dezembro de 2018; 700-719Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 2 (2018): Julho a Dezembro de 2018; 700-719Revista Prática Docente; v. 3 n. 2 (2018): Julho a Dezembro de 2018; 700-7192526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/587/575Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDrobinichi Nunes, Meg de MessiasLopes Junior, JairMessias Fialho Capellini, Vera Lucia2023-06-08T00:56:35Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/587Revistahttp://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:2023-06-08T00:56:35Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
CONTEÚDOS CURRICULARES EM CIÊNCIAS NATURAIS PARA O PLANEJAMENTO DE ENSINO E O DESENVOLVIMENTO DE HABILIDADES EM LÍNGUA PORTUGUESA NOS ANOS INICIAIS
title CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
spellingShingle CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
Drobinichi Nunes, Meg de Messias
Ensino de ciências
CTSA
Habilidades em língua portuguesa
Alfabetização científica
Science teaching
STSE
Portuguese language skills
Scientific Literacy
title_short CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
title_full CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
title_fullStr CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
title_full_unstemmed CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
title_sort CURRICULUM CONTENTS IN NATURAL SCIENCES FOR TEACHING PLANNING AND THE DEVELOPMENT OF PORTUGUESE LANGUAGE SKILLS IN THE EARLY YEARS
author Drobinichi Nunes, Meg de Messias
author_facet Drobinichi Nunes, Meg de Messias
Lopes Junior, Jair
Messias Fialho Capellini, Vera Lucia
author_role author
author2 Lopes Junior, Jair
Messias Fialho Capellini, Vera Lucia
author2_role author
author
dc.contributor.author.fl_str_mv Drobinichi Nunes, Meg de Messias
Lopes Junior, Jair
Messias Fialho Capellini, Vera Lucia
dc.subject.por.fl_str_mv Ensino de ciências
CTSA
Habilidades em língua portuguesa
Alfabetização científica
Science teaching
STSE
Portuguese language skills
Scientific Literacy
topic Ensino de ciências
CTSA
Habilidades em língua portuguesa
Alfabetização científica
Science teaching
STSE
Portuguese language skills
Scientific Literacy
description In this article we present an educational proposal in Natural Sciences carried out during the second semester of 2017 in a public school located in the interior of São Paulo state. This proposal aimed to approach the scientific content of students daily life which were enrolled in a 5th grade of Elementary School in order to investigate the hypothesis of influences generated by this proximity to the development of Portuguese language skills. Therefore, relations between the use of this proposal and the scientific literacy (SL) process from the science-technology-society-environment(STSE) perspective were established. The analysis of this intervention was made by indicators that could demonstrate if scientific literacy was occurring, as well as the observation of the textual production process guided by guiding tickets (notes). The results demonstrated the possibility of articulation between the two disciplines through a didactic planning considering the use of textual genres. The conclusions of this study reveal that planning interdisciplinary teaching using different textual genres makes sense to the sciences in their social practices, as well as the presence of SL indicators as a result of the interventions made by the research shows motivation for demonstrating skills in both disciplines.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/587
10.23926/RPD.2526-2149.2018.v3.n2.p700-719.id290
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/587
identifier_str_mv 10.23926/RPD.2526-2149.2018.v3.n2.p700-719.id290
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/587/575
dc.rights.driver.fl_str_mv Copyright (c) 2023 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) 2023 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. 3 No. 2 (2018): Julho a Dezembro de 2018; 700-719
Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 2 (2018): Julho a Dezembro de 2018; 700-719
Revista Prática Docente; v. 3 n. 2 (2018): Julho a Dezembro de 2018; 700-719
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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