Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9911 |
Resumo: | This work presupposes the importance of the teaching of Science so that the students can acquire the cultural elements and the scientific language and develop the necessary skills to the critical and aware exercise of citizenship. To think about it in the context of the initial grades – since the child is also an integrant subject of the social body and owns, as the adults, the right to appropriate of the surrounding culture – has been the challenge of many researchers of that field due to the faced difficulties to its accomplishment. Among those difficulties, the formation of the responsible teachers for this level of education was one of the analyzed themes on this research, since they have little knowledge about the theoretical and methodological fundaments that guide the educative praxis of that discipline. On that sense, it was evaluated the relation among the different groups: in-service teachers, undergraduates in Education and senior students at the 5th grade of Elementary School, observing several characteristics that showed the same perceptions about the scientific nature and conceptual difficulties as well, mainly the ones related to Chemistry, although there was not any educator/student bound among them. The obtained results could show the necessary renovation concerning to Science teaching, for the teacher him/herself could reinforce mistaken views and concepts, transmitted to and preserved in the children in their future school lives. During the data collection, an intervention was done by means of a ministered course to the teachers and undergraduates participating of the research, in order to provide to them the mobilization and deconstruction of knowledges about teaching and learning Science. That way, the classes provided a more critical and reflexive view and promoted a more proper conception in relation to the production of the scientific knowledge. The analysis done also indicated the importance of living different ways and experiences during the teacher formation, understanding it as a constant process of formation and auto formation through the praxis and the reflection about it. |
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Gomes, Caroindes Julia CorrêaFerreira, Luiz Henriquehttp://lattes.cnpq.br/4819009378941531http://lattes.cnpq.br/3858289473837461dd2ce5c7-afb9-4edf-99f8-e5cc5ffd17eb2018-05-08T19:59:32Z2018-05-08T19:59:32Z2016-10-28GOMES, Caroindes Julia Corrêa. Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental. 2016. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9911.https://repositorio.ufscar.br/handle/ufscar/9911This work presupposes the importance of the teaching of Science so that the students can acquire the cultural elements and the scientific language and develop the necessary skills to the critical and aware exercise of citizenship. To think about it in the context of the initial grades – since the child is also an integrant subject of the social body and owns, as the adults, the right to appropriate of the surrounding culture – has been the challenge of many researchers of that field due to the faced difficulties to its accomplishment. Among those difficulties, the formation of the responsible teachers for this level of education was one of the analyzed themes on this research, since they have little knowledge about the theoretical and methodological fundaments that guide the educative praxis of that discipline. On that sense, it was evaluated the relation among the different groups: in-service teachers, undergraduates in Education and senior students at the 5th grade of Elementary School, observing several characteristics that showed the same perceptions about the scientific nature and conceptual difficulties as well, mainly the ones related to Chemistry, although there was not any educator/student bound among them. The obtained results could show the necessary renovation concerning to Science teaching, for the teacher him/herself could reinforce mistaken views and concepts, transmitted to and preserved in the children in their future school lives. During the data collection, an intervention was done by means of a ministered course to the teachers and undergraduates participating of the research, in order to provide to them the mobilization and deconstruction of knowledges about teaching and learning Science. That way, the classes provided a more critical and reflexive view and promoted a more proper conception in relation to the production of the scientific knowledge. The analysis done also indicated the importance of living different ways and experiences during the teacher formation, understanding it as a constant process of formation and auto formation through the praxis and the reflection about it.Este trabalho pressupõe a importância do ensino de Ciências para que os alunos possam se apropriar dos elementos da cultura e da linguagem científica e desenvolver habilidades necessárias ao exercício da cidadania crítica e consciente. Pensá-lo no contexto das séries iniciais – já que a criança também é sujeito integrante do corpo social e possui, assim como os adultos, o direito de apropriar-se da cultura que a cerca – tem sido o desafio de muitos pesquisadores da área devido às dificuldades encontradas para a sua realização. Dentre essas dificuldades, a formação dos professores responsáveis por esse grau de escolarização foi um dos temas trabalhados na pesquisa, pois possuem pouco conhecimento acerca dos fundamentos teóricos e metodológicos que norteiam as práticas educativas dessa disciplina. Nesse sentido, avaliou-se a relação existente entre três diferentes grupos: professores em exercício, licenciandos em Pedagogia e alunos concluintes do 5º ano do Ensino Fundamental, observando-se várias características que demonstravam as mesmas percepções sobre a natureza científica e também dificuldades conceituais, principalmente relacionadas à Química, embora não houvesse qualquer vínculo educador/educando entre eles. Os resultados obtidos poderiam indicar a necessária renovação nas formações iniciais no que se refere ao ensino de Ciências, pois o próprio professor poderia reforçar em suas aulas visões e conceitos equivocados, transmitidos e conservados nas crianças em suas vidas escolares futuras. Durante a coleta de dados, realizou-se uma intervenção por meio de um curso oferecido aos docentes e licenciandos participantes da pesquisa, a fim de propiciar aos mesmos a mobilização e desconstrução de conhecimentos e saberes acerca do ensinar e aprender Ciências. De forma geral, as aulas proporcionaram um olhar mais crítico e reflexivo e promoveram uma concepção mais adequada em relação à produção do conhecimento científico. As análises também indicaram a importância de vivenciar diferentes caminhos e experiências durante a formação docente, entendendo-a como um processo constante de formação e autoformação através da prática e da reflexão sobre ela.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Química - PPGQUFSCarEnsino de ciênciasFormação de professoresEpistemologiaScience teachingTeacher formationEpistemologyCIENCIAS EXATAS E DA TERRA::QUIMICACIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMObstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamentalEpistemolical obstacles in the scientific literacy: a study for the formation of teachers of the elementary school initial gradesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline60060072168876-a814-47e7-8e07-0e316fc8f435info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALGOMES_Caroindes Julia Corrêa_Dissertação.PDFGOMES_Caroindes Julia Corrêa_Dissertação.PDFapplication/pdf2809791https://repositorio.ufscar.br/bitstream/ufscar/9911/5/GOMES_Caroindes%20Julia%20Corr%c3%aaa_Disserta%c3%a7%c3%a3o.PDF22576c2bf25fd11ee3e10475542d32cdMD55GOMES_Caroindes Julia Corrêa_Carta.pdfGOMES_Caroindes Julia Corrêa_Carta.pdfapplication/pdf354718https://repositorio.ufscar.br/bitstream/ufscar/9911/6/GOMES_Caroindes%20Julia%20Corr%c3%aaa_Carta.pdf9bfe7367ce7aa3134aa6549ce9c2da9aMD56LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Epistemolical obstacles in the scientific literacy: a study for the formation of teachers of the elementary school initial grades |
title |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
spellingShingle |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental Gomes, Caroindes Julia Corrêa Ensino de ciências Formação de professores Epistemologia Science teaching Teacher formation Epistemology CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
title_full |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
title_fullStr |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
title_full_unstemmed |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
title_sort |
Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental |
author |
Gomes, Caroindes Julia Corrêa |
author_facet |
Gomes, Caroindes Julia Corrêa |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3858289473837461 |
dc.contributor.author.fl_str_mv |
Gomes, Caroindes Julia Corrêa |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Luiz Henrique |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4819009378941531 |
dc.contributor.authorID.fl_str_mv |
dd2ce5c7-afb9-4edf-99f8-e5cc5ffd17eb |
contributor_str_mv |
Ferreira, Luiz Henrique |
dc.subject.por.fl_str_mv |
Ensino de ciências Formação de professores Epistemologia |
topic |
Ensino de ciências Formação de professores Epistemologia Science teaching Teacher formation Epistemology CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Science teaching Teacher formation Epistemology |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::QUIMICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This work presupposes the importance of the teaching of Science so that the students can acquire the cultural elements and the scientific language and develop the necessary skills to the critical and aware exercise of citizenship. To think about it in the context of the initial grades – since the child is also an integrant subject of the social body and owns, as the adults, the right to appropriate of the surrounding culture – has been the challenge of many researchers of that field due to the faced difficulties to its accomplishment. Among those difficulties, the formation of the responsible teachers for this level of education was one of the analyzed themes on this research, since they have little knowledge about the theoretical and methodological fundaments that guide the educative praxis of that discipline. On that sense, it was evaluated the relation among the different groups: in-service teachers, undergraduates in Education and senior students at the 5th grade of Elementary School, observing several characteristics that showed the same perceptions about the scientific nature and conceptual difficulties as well, mainly the ones related to Chemistry, although there was not any educator/student bound among them. The obtained results could show the necessary renovation concerning to Science teaching, for the teacher him/herself could reinforce mistaken views and concepts, transmitted to and preserved in the children in their future school lives. During the data collection, an intervention was done by means of a ministered course to the teachers and undergraduates participating of the research, in order to provide to them the mobilization and deconstruction of knowledges about teaching and learning Science. That way, the classes provided a more critical and reflexive view and promoted a more proper conception in relation to the production of the scientific knowledge. The analysis done also indicated the importance of living different ways and experiences during the teacher formation, understanding it as a constant process of formation and auto formation through the praxis and the reflection about it. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-10-28 |
dc.date.accessioned.fl_str_mv |
2018-05-08T19:59:32Z |
dc.date.available.fl_str_mv |
2018-05-08T19:59:32Z |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
GOMES, Caroindes Julia Corrêa. Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental. 2016. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9911. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9911 |
identifier_str_mv |
GOMES, Caroindes Julia Corrêa. Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental. 2016. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9911. |
url |
https://repositorio.ufscar.br/handle/ufscar/9911 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Química - PPGQ |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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