Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16459 |
Resumo: | This research has aimed at identifying, by means of interviews with five female teachers from the Public System of State and Local Teaching, that contents of Sciences proposed by the National Curriculum Parameters ("NCP") are significant from the social, economic, cultural and scientific view points for the acquisition of school knowledge by the pupils from the 6th and 7th grades of the Fundamental Teaching. As our hypothesis was that the teachers knew the NCPs, one has aimed at verifying, with the teachers pseudonymously named Clara, Lia, Polyana, Rosa and Susi, which contents are really worked, how they are transmitted, which problems and difficulties are found when managing them and what said teachers consider important to learn in order to become a better Sciences teacher. One has also researched if these teachers know the purposes and use them in their school Planning or when drafting their classes. The strategies to facilitate the collection of data and the achievement of goals have been created from the qualitative research and the use of interviews. The analysis of the interviewed teachers´ speeches has allowed comprehending how the NCPs have arrived at the schools and how the teaching of Sciences has been developing in the Fundamental Teaching. This analysis has been elaborated in four steps: 1st) characterization of the schools and the interviewed teachers; 2nd) presentation and analysis of each interviewed teacher´s data; 3rd) testimonial survey of the inferences and categories; and 4th) analysis of all the categories. After these steps of analysis one has created a dialogue between the teachers´ speeches and the cited theorists, and one has finally aimed at describing the results, which have showed how the teaching of Sciences has been developing under a traditional fashion and the NCPs have not yet arrived at the classroom |
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Ronca, Antonio Carlos Carusohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727007Z4http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4559042Z8Siqueira, Ana Maria de Paula2016-04-28T20:57:43Z2008-11-132008-10-15Siqueira, Ana Maria de Paula. Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental. 2008. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/16459This research has aimed at identifying, by means of interviews with five female teachers from the Public System of State and Local Teaching, that contents of Sciences proposed by the National Curriculum Parameters ("NCP") are significant from the social, economic, cultural and scientific view points for the acquisition of school knowledge by the pupils from the 6th and 7th grades of the Fundamental Teaching. As our hypothesis was that the teachers knew the NCPs, one has aimed at verifying, with the teachers pseudonymously named Clara, Lia, Polyana, Rosa and Susi, which contents are really worked, how they are transmitted, which problems and difficulties are found when managing them and what said teachers consider important to learn in order to become a better Sciences teacher. One has also researched if these teachers know the purposes and use them in their school Planning or when drafting their classes. The strategies to facilitate the collection of data and the achievement of goals have been created from the qualitative research and the use of interviews. The analysis of the interviewed teachers´ speeches has allowed comprehending how the NCPs have arrived at the schools and how the teaching of Sciences has been developing in the Fundamental Teaching. This analysis has been elaborated in four steps: 1st) characterization of the schools and the interviewed teachers; 2nd) presentation and analysis of each interviewed teacher´s data; 3rd) testimonial survey of the inferences and categories; and 4th) analysis of all the categories. After these steps of analysis one has created a dialogue between the teachers´ speeches and the cited theorists, and one has finally aimed at describing the results, which have showed how the teaching of Sciences has been developing under a traditional fashion and the NCPs have not yet arrived at the classroomEsta pesquisa buscou identificar, a partir de entrevistas com cinco professoras da Rede Pública de Ensino Estadual e Municipal, que conteúdos de Ciências propostos pelos Parâmetros Curriculares Nacionais são relevantes do ponto de vista social, econômico, cultural e científico para a aquisição de conhecimento escolar pelos alunos de 6ª e 7ª séries do Ensino Fundamental. Como a nossa hipótese era de que os professores conhecessem os PCNs, buscou-se saber com as professoras, que foram denominadas pelos pseudônimos de Clara, Lia, Polyana, Rosa e Susi, quais os conteúdos são de fato trabalhados, como são transmitidos, quais os problemas e dificuldades encontradas para ministrá-los e o que consideram importante aprender para se tornarem um melhor professor de Ciências. Pesquisou-se, ainda, se as professoras conhecem as propostas e as utilizam no seu Planejamento da escola ou no preparo de suas aulas. As estratégias para facilitar a coleta de dados e alcance dos objetivos foram criadas a partir da pesquisa qualitativa pela aplicação de entrevistas. A análise dos discursos das entrevistadas permitiu compreender como os Parâmetros Curriculares Nacionais chegaram nas escolas, e como o ensino de Ciências vem sendo desenvolvido no Ensino Fundamental. Esta análise foi elaborada em quatro momentos: 1º) caracterização das escolas e das entrevistadas; 2º) a apresentação e análise dos dados de cada uma das entrevistas; 3º) o levantamento dos depoimentos, das inferências e das categorias, 4º) análise de todas as categorias. Após os momentos de análise, fez-se um diálogo entre as falas das professoras e os teóricos citados e, finalmente, buscou-se descrever os resultados, que mostraram, como o ensino de Ciências vem sendo desenvolvido de forma tradicional e que os PCNs, ainda não chegaram à sala de aulaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32684/Ana%20Maria%20de%20Paula%20Siqueira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaPCNsCiênciasEstratégias de ensinoConhecimento escolarFormação continuadaParametros Curriculares Nacionais -- BrasilCiencias (Ensino fundamental)EnsinoEducacao continuadaNCPsSciencesTeaching strategiesSchool knowledgeContinuous graduationCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALParâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAna Maria de Paula Siqueira.pdf.txtAna Maria de Paula Siqueira.pdf.txtExtracted texttext/plain385793https://repositorio.pucsp.br/xmlui/bitstream/handle/16459/3/Ana%20Maria%20de%20Paula%20Siqueira.pdf.txt8e668ea1d35134481f029ab5205b0143MD53ORIGINALAna Maria de Paula Siqueira.pdfapplication/pdf1861951https://repositorio.pucsp.br/xmlui/bitstream/handle/16459/1/Ana%20Maria%20de%20Paula%20Siqueira.pdf7478d35f7b368718a71ba909a825d59eMD51THUMBNAILAna Maria de Paula Siqueira.pdf.jpgAna Maria de Paula Siqueira.pdf.jpgGenerated Thumbnailimage/jpeg3987https://repositorio.pucsp.br/xmlui/bitstream/handle/16459/2/Ana%20Maria%20de%20Paula%20Siqueira.pdf.jpg9d4eeaea201885a88e44b8076117c850MD52handle/164592022-04-27 16:23:31.432oai:repositorio.pucsp.br:handle/16459Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:23:31Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
title |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
spellingShingle |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental Siqueira, Ana Maria de Paula PCNs Ciências Estratégias de ensino Conhecimento escolar Formação continuada Parametros Curriculares Nacionais -- Brasil Ciencias (Ensino fundamental) Ensino Educacao continuada NCPs Sciences Teaching strategies School knowledge Continuous graduation CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
title_full |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
title_fullStr |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
title_full_unstemmed |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
title_sort |
Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental |
author |
Siqueira, Ana Maria de Paula |
author_facet |
Siqueira, Ana Maria de Paula |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ronca, Antonio Carlos Caruso |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727007Z4 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4559042Z8 |
dc.contributor.author.fl_str_mv |
Siqueira, Ana Maria de Paula |
contributor_str_mv |
Ronca, Antonio Carlos Caruso |
dc.subject.por.fl_str_mv |
PCNs Ciências Estratégias de ensino Conhecimento escolar Formação continuada Parametros Curriculares Nacionais -- Brasil Ciencias (Ensino fundamental) Ensino Educacao continuada |
topic |
PCNs Ciências Estratégias de ensino Conhecimento escolar Formação continuada Parametros Curriculares Nacionais -- Brasil Ciencias (Ensino fundamental) Ensino Educacao continuada NCPs Sciences Teaching strategies School knowledge Continuous graduation CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
NCPs Sciences Teaching strategies School knowledge Continuous graduation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This research has aimed at identifying, by means of interviews with five female teachers from the Public System of State and Local Teaching, that contents of Sciences proposed by the National Curriculum Parameters ("NCP") are significant from the social, economic, cultural and scientific view points for the acquisition of school knowledge by the pupils from the 6th and 7th grades of the Fundamental Teaching. As our hypothesis was that the teachers knew the NCPs, one has aimed at verifying, with the teachers pseudonymously named Clara, Lia, Polyana, Rosa and Susi, which contents are really worked, how they are transmitted, which problems and difficulties are found when managing them and what said teachers consider important to learn in order to become a better Sciences teacher. One has also researched if these teachers know the purposes and use them in their school Planning or when drafting their classes. The strategies to facilitate the collection of data and the achievement of goals have been created from the qualitative research and the use of interviews. The analysis of the interviewed teachers´ speeches has allowed comprehending how the NCPs have arrived at the schools and how the teaching of Sciences has been developing in the Fundamental Teaching. This analysis has been elaborated in four steps: 1st) characterization of the schools and the interviewed teachers; 2nd) presentation and analysis of each interviewed teacher´s data; 3rd) testimonial survey of the inferences and categories; and 4th) analysis of all the categories. After these steps of analysis one has created a dialogue between the teachers´ speeches and the cited theorists, and one has finally aimed at describing the results, which have showed how the teaching of Sciences has been developing under a traditional fashion and the NCPs have not yet arrived at the classroom |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-11-13 |
dc.date.issued.fl_str_mv |
2008-10-15 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Siqueira, Ana Maria de Paula. Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental. 2008. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16459 |
identifier_str_mv |
Siqueira, Ana Maria de Paula. Parâmetros Curriculares Nacionais: o conhecimento escolar no ensino de ciências para as 6ªs e 7ªs séries do ensino fundamental. 2008. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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https://tede2.pucsp.br/handle/handle/16459 |
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por |
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por |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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