The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i2.6124 |
Resumo: | The present qualitative research of descriptive investigative and documentary nature presents an analysis of the Guideline for Basic Education of Science Teaching in Elementary Education II of the State of Paraná, and this document, prepared by the Secretary of Education, together with teachers from the state network, bases the teaching in the State. The objective of the research was to find congruent points between the teaching proposal presented in the Guideline with the Focus on Science, Technology and Society and to verify if precepts of this approach are present in the document. The Guideline presents itself based on critical theory and perpasses themes that are common to the Science and Technology Sciences focus. These themes were constituted in categories of analysis: interdisciplinarity, contextualization, focus on technology, critical formation, social and daily theme. The categories analyzed include a perspective of socio-scientific formation, but do not converge with the approach of Science, Technology and Society, and this approach is not even mentioned in the text of the guideline. The option to privilege work with conceptual content, without being content, puts in the background, or as a motivational factor social and technological issues that should be treated at the same level of scientific issues. It is fundamental in the teaching and learning process to consider both the acquisition of concepts and the re-signification of the student’s experience in social, political and economic context. |
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The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in questionA Diretriz Curricular da Educação Básica para o Ensino de Ciências no Ensino Fundamental II do Estado do Paraná: o Enfoque CTS em questãoThe present qualitative research of descriptive investigative and documentary nature presents an analysis of the Guideline for Basic Education of Science Teaching in Elementary Education II of the State of Paraná, and this document, prepared by the Secretary of Education, together with teachers from the state network, bases the teaching in the State. The objective of the research was to find congruent points between the teaching proposal presented in the Guideline with the Focus on Science, Technology and Society and to verify if precepts of this approach are present in the document. The Guideline presents itself based on critical theory and perpasses themes that are common to the Science and Technology Sciences focus. These themes were constituted in categories of analysis: interdisciplinarity, contextualization, focus on technology, critical formation, social and daily theme. The categories analyzed include a perspective of socio-scientific formation, but do not converge with the approach of Science, Technology and Society, and this approach is not even mentioned in the text of the guideline. The option to privilege work with conceptual content, without being content, puts in the background, or as a motivational factor social and technological issues that should be treated at the same level of scientific issues. It is fundamental in the teaching and learning process to consider both the acquisition of concepts and the re-signification of the student’s experience in social, political and economic context.La presente investigación cualitativa de cuño investigativo y documental descriptivo, presenta un análisis de la directriz para la educación básica de la enseñanza de las ciencias en la enseñanza primaria del Estado de Paraná, fundamenta la enseñanza en el Estado. El objetivo de la investigación fue encontrar puntos congruentes entre la propuesta de enseñanza presentada en la Directriz con el enfoque de Ciencias, Tecnología y Sociedad y verificar si preceptos de ese enfoque están presentes en el documento. La directriz se presenta fundamentada por la teoría crítica y atraviesa por temas que son comunes al Enfoque de Ciencia, Tecnología y Sociedad, tales temas se constituyeron en categorías de análisis: interdisciplinaridad, contextualización, foco en tecnología, formación crítica, tema social y cotidiano. Las categorías analizadas contemplan una perspectiva de formación sociocientífica, pero no convergen con el Enfoque de Ciencia, Tecnología y Sociedad, siendo que ese enfoque no es ni al menos mencionado en el texto de la directriz. La opción por privilegiar el trabajo con el contenido conceptual, sin ser conteudista, coloca en segundo plano, o como factor motivacional cuestiones sociales y tecnológicas que deberían ser tratadas en el mismo nivel de cuestiones científicas. Es fundamental en el proceso de enseñanza y aprendizaje considerar tanto la adquisición de conceptos, como la resignificación de la vivencia del alumno en contexto social, político y económico.A presente pesquisa qualitativa de cunho investigativo e documental descritiva apresenta uma análise da Diretriz para a Educação Básica do Ensino de Ciências no Ensino Fundamental II do Estado do Paraná, sendo que este documento, elaborado pela Secretaria da Educação, juntamente com professores da rede estadual, fundamenta o ensino no Estado. O objetivo da pesquisa foi encontrar pontos congruentes entre a proposta de ensino apresentada na Diretriz com o Enfoque de Ciência, Tecnologia e Sociedade e verificar se preceitos desse enfoque estão presentes no documento. A Diretriz se apresenta fundamentada pela teoria crítica e perpassa por temas que são comuns ao enfoque de Ciências Tecnologia e Sociedade, tais temas constituíram-se em categorias de análise: interdisciplinaridade, contextualização, foco em tecnologia, formação crítica, tema social e cotidiano. As categorias analisadas contemplam uma perspectiva de formação sociocientífica, porém não convergem com o Enfoque de Ciência, Tecnologia e Sociedade, sendo que esse enfoque não é nem ao menos mencionado no texto da Diretriz. A opção por privilegiar o trabalho com o conteúdo conceitual, sem ser conteudista, coloca em segundo plano, ou como fator motivacional questões sociais e tecnológicas que deveriam ser tratadas no mesmo patamar de questões científicas. É fundamental no processo de ensino e aprendizagem considerar tanto a aquisição de conceitos, quanto a ressignificação da vivência do aluno em contexto social, político e econômico.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.6124https://doi.org/10.34624/id.v11i2.6124Indagatio Didactica; Vol 11 No 2 (2019); 325-342Indagatio Didactica; Vol. 11 Núm. 2 (2019); 325-342Indagatio Didactica; Vol. 11 No 2 (2019); 325-342Indagatio Didactica; vol. 11 n.º 2 (2019); 325-3421647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/6124https://proa.ua.pt/index.php/id/article/view/6124/4516Auriglietti, Rosangela Cristina RochaGeraldo, Ana PaulaLorenzetti, Leonirinfo:eu-repo/semantics/openAccess2023-09-22T10:17:31Zoai:proa.ua.pt:article/6124Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:17.146826Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question A Diretriz Curricular da Educação Básica para o Ensino de Ciências no Ensino Fundamental II do Estado do Paraná: o Enfoque CTS em questão |
title |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
spellingShingle |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question Auriglietti, Rosangela Cristina Rocha |
title_short |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
title_full |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
title_fullStr |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
title_full_unstemmed |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
title_sort |
The Curricular Guideline of Basic Education for the teaching of Sciences in the Fundamental Education II of the state of Paraná: the STS approach in question |
author |
Auriglietti, Rosangela Cristina Rocha |
author_facet |
Auriglietti, Rosangela Cristina Rocha Geraldo, Ana Paula Lorenzetti, Leonir |
author_role |
author |
author2 |
Geraldo, Ana Paula Lorenzetti, Leonir |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Auriglietti, Rosangela Cristina Rocha Geraldo, Ana Paula Lorenzetti, Leonir |
description |
The present qualitative research of descriptive investigative and documentary nature presents an analysis of the Guideline for Basic Education of Science Teaching in Elementary Education II of the State of Paraná, and this document, prepared by the Secretary of Education, together with teachers from the state network, bases the teaching in the State. The objective of the research was to find congruent points between the teaching proposal presented in the Guideline with the Focus on Science, Technology and Society and to verify if precepts of this approach are present in the document. The Guideline presents itself based on critical theory and perpasses themes that are common to the Science and Technology Sciences focus. These themes were constituted in categories of analysis: interdisciplinarity, contextualization, focus on technology, critical formation, social and daily theme. The categories analyzed include a perspective of socio-scientific formation, but do not converge with the approach of Science, Technology and Society, and this approach is not even mentioned in the text of the guideline. The option to privilege work with conceptual content, without being content, puts in the background, or as a motivational factor social and technological issues that should be treated at the same level of scientific issues. It is fundamental in the teaching and learning process to consider both the acquisition of concepts and the re-signification of the student’s experience in social, political and economic context. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i2.6124 https://doi.org/10.34624/id.v11i2.6124 |
url |
https://doi.org/10.34624/id.v11i2.6124 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/6124 https://proa.ua.pt/index.php/id/article/view/6124/4516 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 2 (2019); 325-342 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 325-342 Indagatio Didactica; Vol. 11 No 2 (2019); 325-342 Indagatio Didactica; vol. 11 n.º 2 (2019); 325-342 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799133570731606016 |