A implementação do educar pela pesquisa no ensino médio politécnico na área de ciências da natureza

• Autor(a) principal: Tamanini, Tiago Amador
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/3480
• topic: EDUCAÇÃO; ENSINO MÉDIO; ESCOLA POLITÉCNICA; PESQUISA EDUCACIONAL; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research in this dissertation approach an important pedagogical change that occur s on 2011-2012 at Rio Grande do Sul State: the Proposal of the Secretary of Education of the State for the implementation of the Polytechnic Education. In this scenario, the research action is a pedagogic principles, locate in a main place. However, is important investigate how the teacher are in this reality. That is the reason, in this investigation, we are looking for the answers for this question: How the research action, as educative strategy, is notice by science teachers area, of the Polytechnic Education? The goals of research action are didactics and pedagogics, they are inside of sociocultural points of view, because their elements are the same elements of the Proposal of the Secretary of Education of the State. The research was undertaken through a questionnaire whose generated answers were segmented, split and analyzed to obtain units of meaning to be able to understand the minds of teachers involved in the implementation of the Proposed Polytechnic Education. The units obtained through the questionnaire were referenced with research material in the field of education, thus allowing the observation of confluence with the theoretical notions productions and other discordant. In conclusion one can perform a reading of the lack of communication between the sectors responsible for the deployment, creating a lack of understanding among teachers and school counselors, in addition to the distance between the Department of Education of the State of Rio Grande do Sul and state schools, which generated a non full understanding of researcher activity, but aspects judged by teachers that are confluent with the research principles.