Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/4505 |
Resumo: | Abstract: This article aims to analyze the contributions of the development of a curricular component for the promotion of Scientific-Technological Literacy (STL) and its articulation with the Kaingang indigenous culture in the initial teacher training in Rural Education - Natural Sciences at a Brazilian federal university. The research methodological approach is qualitative and concerning the technical procedures, it is outlined as an action research. Twenty-three academics participated in the study. From this total, twenty are from indigenous lands of the Kaingang culture and three students are from a family farming context. For data collection/construction, a questionnaire, observation script and students' written production (didactic proposals) were used. The main results of the investigation point out the concern with the construction of a more politicized STL that stimulates a critical and conscious reading of the world and a greater social participation in decision-making processes on Science-Technology. This process can be achieved by overcoming the traditional conception of education, through discussions of Science-Technology-Society (STS) interrelations, training for social action and more committed, inclusive and democratic scientific education. These results contribute to stimulate the construction of an STL in this perspective and its relationship with culture and traditional indigenous knowledge in the initial training of teachers in Rural Education. Keywords: Initial Teacher Training. Kaingang Indigenous Culture. STL. Rural Education. Natural Sciences. |
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Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of NatureAlfabetização científico-tecnológica e cultura indígena na formação inicial de professores em educação do campo – ciências da natureza Abstract: This article aims to analyze the contributions of the development of a curricular component for the promotion of Scientific-Technological Literacy (STL) and its articulation with the Kaingang indigenous culture in the initial teacher training in Rural Education - Natural Sciences at a Brazilian federal university. The research methodological approach is qualitative and concerning the technical procedures, it is outlined as an action research. Twenty-three academics participated in the study. From this total, twenty are from indigenous lands of the Kaingang culture and three students are from a family farming context. For data collection/construction, a questionnaire, observation script and students' written production (didactic proposals) were used. The main results of the investigation point out the concern with the construction of a more politicized STL that stimulates a critical and conscious reading of the world and a greater social participation in decision-making processes on Science-Technology. This process can be achieved by overcoming the traditional conception of education, through discussions of Science-Technology-Society (STS) interrelations, training for social action and more committed, inclusive and democratic scientific education. These results contribute to stimulate the construction of an STL in this perspective and its relationship with culture and traditional indigenous knowledge in the initial training of teachers in Rural Education. Keywords: Initial Teacher Training. Kaingang Indigenous Culture. STL. Rural Education. Natural Sciences.Resumo: Este artigo tem o objetivo de analisar as contribuições do desenvolvimento de um componente curricular para a promoção de uma Alfabetização Científico-Tecnológica (ACT) e sua articulação com a cultura indígena Kaingang na formação inicial de professores em Educação do Campo – Ciências da Natureza de uma universidade federal brasileira. A abordagem metodológica da pesquisa é qualitativa e, no que refere aos procedimentos técnicos, é delineada como pesquisa-ação. Participaram do estudo 23 acadêmicos. Desse total, vinte são oriundos de terras indígenas da cultura Kaingang e três vêm de um contexto de agricultura familiar. Para coleta/construção dos dados, foram utilizados questionário, roteiro de observação e produção escrita dos acadêmicos (propostas didáticas). Os principais resultados da investigação apontam a preocupação com a construção de uma ACT mais politizada, que estimule uma leitura crítica e consciente de mundo, e uma maior participação social em processos de tomada de decisão sobre Ciência-Tecnologia. Esse processo pode ser alcançado pela superação da concepção tradicional de educação, por meio das discussões das inter-relações Ciência-Tecnologia-Sociedade (CTS), de uma formação para ação social e de uma educação científica mais comprometida, inclusiva e democrática. Tais resultados contribuem para estimular a construção de uma ACT nessa perspectiva e sua relação com a cultura e os saberes tradicionais indígenas na formação inicial de professores em Educação do Campo. Palavras-chave: Formação Inicial de Professores. Cultura Indígena Kaingang. ACT. Educação do Campo. Ciências da Natureza.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2020-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado pelo paresapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/450510.35819/tear.v9.n2.a4505#Tear: Journal of Education, Science and Technology; Vol. 9 No. 2 (2020): INDIGENOUS STUDIES AND EDUCATION#Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 2 (2020): ESTUDIOS INDÍGENAS Y EDUCACIÓN#Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 2 (2020): ESTUDOS INDÍGENAS E EDUCAÇÃO2238-807910.35819/tear.v9.n2reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/4505/2796Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessMarques Prsybyciem, MoisesPaulo dos Santos, Almir 2020-12-09T00:17:04Zoai:ojs2.periodicos.ifrs.edu.br:article/4505Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2020-12-09T00:17:04Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature Alfabetização científico-tecnológica e cultura indígena na formação inicial de professores em educação do campo – ciências da natureza |
title |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
spellingShingle |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature Marques Prsybyciem, Moises |
title_short |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
title_full |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
title_fullStr |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
title_full_unstemmed |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
title_sort |
Scientific-Technological Literacy and Indigenous Culture in the Initial Training of Teachers in Rural Education - Sciences of Nature |
author |
Marques Prsybyciem, Moises |
author_facet |
Marques Prsybyciem, Moises Paulo dos Santos, Almir |
author_role |
author |
author2 |
Paulo dos Santos, Almir |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marques Prsybyciem, Moises Paulo dos Santos, Almir |
description |
Abstract: This article aims to analyze the contributions of the development of a curricular component for the promotion of Scientific-Technological Literacy (STL) and its articulation with the Kaingang indigenous culture in the initial teacher training in Rural Education - Natural Sciences at a Brazilian federal university. The research methodological approach is qualitative and concerning the technical procedures, it is outlined as an action research. Twenty-three academics participated in the study. From this total, twenty are from indigenous lands of the Kaingang culture and three students are from a family farming context. For data collection/construction, a questionnaire, observation script and students' written production (didactic proposals) were used. The main results of the investigation point out the concern with the construction of a more politicized STL that stimulates a critical and conscious reading of the world and a greater social participation in decision-making processes on Science-Technology. This process can be achieved by overcoming the traditional conception of education, through discussions of Science-Technology-Society (STS) interrelations, training for social action and more committed, inclusive and democratic scientific education. These results contribute to stimulate the construction of an STL in this perspective and its relationship with culture and traditional indigenous knowledge in the initial training of teachers in Rural Education. Keywords: Initial Teacher Training. Kaingang Indigenous Culture. STL. Rural Education. Natural Sciences. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion avaliado pelo pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4505 10.35819/tear.v9.n2.a4505 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4505 |
identifier_str_mv |
10.35819/tear.v9.n2.a4505 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4505/2796 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 9 No. 2 (2020): INDIGENOUS STUDIES AND EDUCATION #Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 2 (2020): ESTUDIOS INDÍGENAS Y EDUCACIÓN #Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 2 (2020): ESTUDOS INDÍGENAS E EDUCAÇÃO 2238-8079 10.35819/tear.v9.n2 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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IFRS |
institution |
IFRS |
reponame_str |
Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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||tear@canoas.ifrs.edu.br |
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