Integração entre cultura científica e cultura artística no ensino de ciências

• Autor(a) principal: Flores, José Francisco
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/7116
• topic: TRANSDISCIPLINARIDADE; CIÊNCIAS - ENSINO; PROFESSORES - FORMAÇÃO PROFISSIONAL; EDUCAÇÃO; CIENCIAS HUMANAS::EDUCACAO

This work supports the thesis that the integration between scientific and artistic cultures can provide teachers and students to develop creative potential, increasing self-esteem and understanding of themselves, committed to the establishment of a harmonious society and a sustainable world. We perform analyzes of materials produced by teachers of Early Years in Science Teaching, on a Bachelor's Degree, the distance mode. We also visited schools in the public and private network of Rio Grande do Sul, conducting observations, photographic records, diary, conversations and interviews with teachers of natural sciences in high school level. We found that the training of science teachers has not been effective in overcoming the educational model, still in force in the general schools, supported by centralist, broadcasting and individualistic pedagogical practices. Our studies showed that the theoretical framework of transdisciplinarity, based on phenomenology and hermeneutics, associated with research as a principle of learning are ways that encourage the formation of creative people, who learn to be authors of their history, conduct knowledge of experiences and contribute to build a more just society. The investigation showed the principle is able to promote integration between scientific and artistic practices for learning in the natural sciences. Regarding the development of creative potential, the proposals were Fayga Ostrower us valuable. For the foundations of transdisciplinarity, we find support in Basarab Nicolescu, João Bernardes da Rocha Filho and Ubiratan D'Ambrosio. The philosophical contributions of phenomenology seek in Edmund Husserl, Maurice Merleau-Ponty, Marilena Chauí, André Dartigues, among others. Even in philosophy, propositions on the Coherence Principle, the philosopher Eduardo Luft, were on the key. In Hans-Georg Gadamer, we find theoretical support for hermeneutics. To research the principle of learning the authors who helped us were Pedro Demo, Fernando Hernandez and Francisco Imbernon. As an integrating element of the theoretical issues we find in Hannah Arendt's reflections on the distinction between knowledge and thought. Manifestations of the Early Years teachers underwent Textual Analysis Discourse proposed by Roque Moraes and Maria do Carmo Galiazzi. Interpretation Essential Synthetic methodology proposed by Geisa da Silva Medeiros and João Bernardes da Rocha Filho, helped in the analysis of the observations and interviews with teachers of high school. The results indicate that the teachers of the Early Years should be encouraged to deepen in studies related to the field of natural sciences from the principles of research, as well as expand their own interpretive skills of reality may develop, with his students, activities more creative and engaging. Both in the Early Years and in high school I found that by producing knowledge of his profession the teacher opens to the creative action, is allowed to invent a new reality, encourages students to enhance and expand its capabilities helping him to their thinking.