The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers
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Data de Publicação: | 2020 |
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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.v12i4.21832 |
Resumo: | Brazilian high school is demarcated by pressures from external evaluations and, consequently, a content and conceptual teaching of Natural Sciences. Therefore, there is an urgency in Science, Technology and Society Approaches in progress through curricular components. In view of this, the SESI Paraná-Brazil college has in its curricular proposal the hybrid component of Applied Sciences, which is connected to the assumptions of STS Education. Therefore, the objective of this investigation was to identify the pedagogical elements of STS Education that emerge in the answers given by the teachers, about their practices in the CA curricular component. To this end, this research is of a qualitative nature, outlined a case study and analyzed through the Discursive Textual Analysis. The constitution and analysis of the data took place through two open questions, answered by 34 professors who teach the hybrid curricular component Applied Sciences of the SESI Paraná network. Thus, marked by the dimension “Doing pedagogical”, the following emerging categories were identified, “Sharing and relating knowledge and practices”, “Providing ways for student protagonist”, “Organizing Knowledge” and “Connecting virtual and face-to-face knowledge”. Such categories signal the convergence of the assumptions of STS Education with the practice of teachers of Applied Sciences. However, the lack of specific continuing education for this component, possibly, resulted in a reductionist conception of collaborative pedagogical practice, being restricted to the areas of knowledge of Natural Sciences. |
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The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachersO Componente Curricular Ciências Aplicadas do Ensino Médio: concepção e prática pedagógica de docentesBrazilian high school is demarcated by pressures from external evaluations and, consequently, a content and conceptual teaching of Natural Sciences. Therefore, there is an urgency in Science, Technology and Society Approaches in progress through curricular components. In view of this, the SESI Paraná-Brazil college has in its curricular proposal the hybrid component of Applied Sciences, which is connected to the assumptions of STS Education. Therefore, the objective of this investigation was to identify the pedagogical elements of STS Education that emerge in the answers given by the teachers, about their practices in the CA curricular component. To this end, this research is of a qualitative nature, outlined a case study and analyzed through the Discursive Textual Analysis. The constitution and analysis of the data took place through two open questions, answered by 34 professors who teach the hybrid curricular component Applied Sciences of the SESI Paraná network. Thus, marked by the dimension “Doing pedagogical”, the following emerging categories were identified, “Sharing and relating knowledge and practices”, “Providing ways for student protagonist”, “Organizing Knowledge” and “Connecting virtual and face-to-face knowledge”. Such categories signal the convergence of the assumptions of STS Education with the practice of teachers of Applied Sciences. However, the lack of specific continuing education for this component, possibly, resulted in a reductionist conception of collaborative pedagogical practice, being restricted to the areas of knowledge of Natural Sciences.La escuela secundaria brasileña está demarcada por las presiones de evaluaciones externas y, en consecuencia, por una enseñanza conceptual y de contenido de Ciencias Naturales. Por lo tanto, existe una urgencia de incorporar los Enfoques de Ciencia, Tecnología y Sociedad a través de componentes curriculares. En vista de esto, el colegio SESI Paraná-Brasil tiene en su propuesta curricular el componente híbrido de Ciencias Aplicadas, que está conectado con los supuestos de Educación CTS. Por lo tanto, el objetivo de esta investigación era identificar los elementos pedagógicos de la Educación CTS que surgen en las respuestas dadas por los maestros, sobre sus prácticas en el componente curricular de CA. Esta investigación, de naturaleza cualitativa, esbozó un estudio de caso y se analizó a través del análisis textual discursivo. La constitución y el análisis de los datos se llevaron a cabo a través de dos preguntas abiertas, respondidas por 34 profesores que enseñan el componente curricular híbrido de Ciencias Aplicadas de la red SESI Paraná. Así, marcados por la dimensión “Hacer pedagógico”, se identificaron las siguientes categorías emergentes, “Compartir y relacionar conocimientos y prácticas”, “Proporcionar formas para el protagonismo de los estudiantes”, “Organizar el conocimiento” y “Conectar el conocimiento virtual y cara a cara “. Dichas categorías señalan la convergencia de los supuestos de la Educación CTS con la práctica de los docentes de Ciencias Aplicadas. Sin embargo, la falta de educación continua específica para este componente, posiblemente, dio lugar a una concepción reduccionista de la práctica pedagógica colaborativa, que se restringió a las áreas de conocimiento de las Ciencias Naturales.O Ensino Médio brasileiro é demarcado por pressões de avaliações externas e, por consequência, um ensino de Ciências da Natureza conteudista e conceitual. Logo, há uma premência em Abordagens Ciência, Tecnologia e Sociedade em andamento por meio de componentes curriculares. À vista disso, o colégio SESI Paraná-Brasil, tem em sua proposta curricular o componente híbrido Ciências Aplicadas, o qual está conexo aos pressupostos da Educação CTS. Portanto, o objetivo desta investigação foi identificar os elementos pedagógicos da Educação CTS que emergem nas respostas dadas pelos docentes, sobre as suas práticas no componente curricular CA. Para tanto, esta pesquisa é de caráter qualitativo, delineamento de estudo de caso e análise feita por meio da Análise Textual Discursiva. A constituição e análise dos dados se deu mediante à duas perguntas abertas, respondidas por 34 docentes que ministram o componente curricular híbrido Ciências Aplicadas da rede SESI Paraná. Desse modo, balizada pela dimensão “O fazer pedagógico”, identificou-se as seguintes categorias emergentes, “Compartilhando e relacionando saberes e práticas”, “Oportunizando caminhos para o protagonismo discente”, “Organizando Saberes” e “Conectando os saberes virtuais e presenciais”. Tais categorias, sinalizam a convergência dos pressupostos da Educação CTS com a prática dos docentes de Ciências Aplicadas. Contudo, a falta de uma formação continuada específica para o referido componente, possivelmente, resultou em uma concepção reducionista do fazer pedagógico colaborativo, restringindo-se às áreas do saber das Ciências da Natureza.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-11-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i4.21832https://doi.org/10.34624/id.v12i4.21832Indagatio Didactica; Vol 12 No 4 (2020); 519-537Indagatio Didactica; Vol. 12 Núm. 4 (2020); 519-537Indagatio Didactica; Vol. 12 No 4 (2020); 519-537Indagatio Didactica; vol. 12 n.º 4 (2020); 519-5371647-3582reponame: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/21832https://proa.ua.pt/index.php/id/article/view/21832/15982Geraldo, Ana PaulaLorenzetti, Leonirinfo:eu-repo/semantics/openAccess2023-09-22T10:19:03Zoai:proa.ua.pt:article/21832Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:27.783997Repositório 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 Component Applied Sciences of High School: conception and pedagogical practice of teachers O Componente Curricular Ciências Aplicadas do Ensino Médio: concepção e prática pedagógica de docentes |
title |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
spellingShingle |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers Geraldo, Ana Paula |
title_short |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
title_full |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
title_fullStr |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
title_full_unstemmed |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
title_sort |
The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers |
author |
Geraldo, Ana Paula |
author_facet |
Geraldo, Ana Paula Lorenzetti, Leonir |
author_role |
author |
author2 |
Lorenzetti, Leonir |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Geraldo, Ana Paula Lorenzetti, Leonir |
description |
Brazilian high school is demarcated by pressures from external evaluations and, consequently, a content and conceptual teaching of Natural Sciences. Therefore, there is an urgency in Science, Technology and Society Approaches in progress through curricular components. In view of this, the SESI Paraná-Brazil college has in its curricular proposal the hybrid component of Applied Sciences, which is connected to the assumptions of STS Education. Therefore, the objective of this investigation was to identify the pedagogical elements of STS Education that emerge in the answers given by the teachers, about their practices in the CA curricular component. To this end, this research is of a qualitative nature, outlined a case study and analyzed through the Discursive Textual Analysis. The constitution and analysis of the data took place through two open questions, answered by 34 professors who teach the hybrid curricular component Applied Sciences of the SESI Paraná network. Thus, marked by the dimension “Doing pedagogical”, the following emerging categories were identified, “Sharing and relating knowledge and practices”, “Providing ways for student protagonist”, “Organizing Knowledge” and “Connecting virtual and face-to-face knowledge”. Such categories signal the convergence of the assumptions of STS Education with the practice of teachers of Applied Sciences. However, the lack of specific continuing education for this component, possibly, resulted in a reductionist conception of collaborative pedagogical practice, being restricted to the areas of knowledge of Natural Sciences. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-16 |
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.v12i4.21832 https://doi.org/10.34624/id.v12i4.21832 |
url |
https://doi.org/10.34624/id.v12i4.21832 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/21832 https://proa.ua.pt/index.php/id/article/view/21832/15982 |
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 12 No 4 (2020); 519-537 Indagatio Didactica; Vol. 12 Núm. 4 (2020); 519-537 Indagatio Didactica; Vol. 12 No 4 (2020); 519-537 Indagatio Didactica; vol. 12 n.º 4 (2020); 519-537 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) |
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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 |
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