A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/16666 |
Resumo: | This research dialogues with the possibilities and challenges of teacher training in Chemistry for the construction of fairer and sustainable realities, mainly, based on the comprehension of the current time in its coming into being. For this purpose, it was carried out a case study analyzing the formative experiences provided by the disciplines Introduction to Green Chemistry and Information and Communication Technologies applied to Chemistry Education – offered in the Chemistry Teacher Training course at Federal University of São Carlos as a result of curricular reformulations. Using Textual Discourse Analysis, the students' self-evaluations and the didactic sequences elaborated by them were examined, which brought up categories that represented the senses attributed to educative praxes and in which way they were (re) constructed by undergraduates. The capture of the new emerging elements resulted in the construction of four metatexts, in which it was added, when pertinent, phrases collected either from our analysis material or our class observation registers, aiming to approach the completeness of what was manifested. Based on the interfaces between STSE scientific education and Critical Theory, the disciplines fostered systemic and interdisciplinary thought, the examination and questioning of socioscientific controversies, as well as other experiences and perspectives on the teachers’ professionalization. The elaboration of the undergraduates’ proposals aimed at the active participation of the Elementary School students founded on cooperative dynamics and the representation of different voices. However, some developments evinced duality between the apprehended theory and the materialized praxis in the school space, but the process was fundamental for the undergraduates to perceive themselves as teachers, provoke, reconstruct and move on. The undergraduates' commitment and dedication to the activities were observable – except for the texts reading low engagement – which might be a reflection of the relations in digital culture. The results have also revealed the students’ need to “digitize” their experiences and actions, using digital tools in the activities without theoretical and methodological worries. That fetishization was discussed and questioned in different formative moments, including works elaborated by the undergraduates – underpinned by definite spaces and time – and, as a result, it extracted tools from the emancipatory potentialities. These research perspectives foster the comprehension of teacher training in Chemistry in the light of STSE critical scientific education. The horizons emerging from this research point to the need of looking at professionalization based on the distance between theory and praxis, with local problems and possible solutions. |
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Gomes, Caroindes Julia CorrêaZuin-Zeidler, Vânia Gomeshttp://lattes.cnpq.br/5265150425993880http://lattes.cnpq.br/3858289473837461dd2ce5c7-afb9-4edf-99f8-e5cc5ffd17eb2022-09-26T13:33:53Z2022-09-26T13:33:53Z2022-06-08GOMES, Caroindes Julia Corrêa. A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16666.https://repositorio.ufscar.br/handle/ufscar/16666This research dialogues with the possibilities and challenges of teacher training in Chemistry for the construction of fairer and sustainable realities, mainly, based on the comprehension of the current time in its coming into being. For this purpose, it was carried out a case study analyzing the formative experiences provided by the disciplines Introduction to Green Chemistry and Information and Communication Technologies applied to Chemistry Education – offered in the Chemistry Teacher Training course at Federal University of São Carlos as a result of curricular reformulations. Using Textual Discourse Analysis, the students' self-evaluations and the didactic sequences elaborated by them were examined, which brought up categories that represented the senses attributed to educative praxes and in which way they were (re) constructed by undergraduates. The capture of the new emerging elements resulted in the construction of four metatexts, in which it was added, when pertinent, phrases collected either from our analysis material or our class observation registers, aiming to approach the completeness of what was manifested. Based on the interfaces between STSE scientific education and Critical Theory, the disciplines fostered systemic and interdisciplinary thought, the examination and questioning of socioscientific controversies, as well as other experiences and perspectives on the teachers’ professionalization. The elaboration of the undergraduates’ proposals aimed at the active participation of the Elementary School students founded on cooperative dynamics and the representation of different voices. However, some developments evinced duality between the apprehended theory and the materialized praxis in the school space, but the process was fundamental for the undergraduates to perceive themselves as teachers, provoke, reconstruct and move on. The undergraduates' commitment and dedication to the activities were observable – except for the texts reading low engagement – which might be a reflection of the relations in digital culture. The results have also revealed the students’ need to “digitize” their experiences and actions, using digital tools in the activities without theoretical and methodological worries. That fetishization was discussed and questioned in different formative moments, including works elaborated by the undergraduates – underpinned by definite spaces and time – and, as a result, it extracted tools from the emancipatory potentialities. These research perspectives foster the comprehension of teacher training in Chemistry in the light of STSE critical scientific education. The horizons emerging from this research point to the need of looking at professionalization based on the distance between theory and praxis, with local problems and possible solutions.Esta pesquisa dialoga com as possibilidades e desafios da formação docente em Química para a construção de realidades mais justas e sustentáveis, sobretudo fundamentando-se na compreensão do tempo presente, em seu devir. Para tanto, realizamos um estudo de caso sobre as experiências formativas oportunizadas pelas disciplinas Introdução à Química Verde e Tecnologias da Informação e Comunicação aplicadas à Educação Química, oferecidas na Licenciatura em Química da Universidade Federal de São Carlos como resultado de reformulações curriculares. Estudamos as autoavaliações e as sequências didáticas elaboradas pelos estudantes por meio da Análise Textual Discursiva, propiciando a emergência de categorias que representaram os sentidos atribuídos às práticas educativas e de que maneira eles foram (re) construídos pelos discentes. A captação do novo emergente resultou na construção de quatro metatextos, onde acrescentamos, quando pertinente, frases contidas no material de análise ou nossos registros decorrentes do acompanhamento das aulas, tendo em vista abordar a completude do que foi manifesto. Baseado nas interfaces entre educação científica CTSA e Teoria Crítica, observamos que as disciplinas oportunizaram o pensamento sistêmico e interdisciplinar, a problematização de controvérsias sociocientíficas, bem como outras experiências e olhares para a profissionalização docente. As elaborações propostas pelos licenciandos e licenciandas preocuparam-se com a participação ativa dos estudantes da Educação Básica a partir de dinâmicas cooperativas e com a representação de diferentes vozes. Contudo, alguns desenvolvimentos revelaram a dualidade existente entre a teoria apreendida na universidade e a prática materializada nos espaços escolares, mas consideramos que o processo foi fundamental para perceber-se professor ou professora, provocar, reconstruir e movimentar-se. Verificamos o comprometimento e a dedicação durante as atividades – exceto na leitura dos textos, com reclamações e a percepção do pouco compromisso –, o que conjecturamos como sendo o reflexo das relações na cultura digital. Os resultados manifestos também demonstraram que havia entre os estudantes a necessidade de “digitalizar” as experiências e as ações, utilizando as ferramentas digitais nas atividades sem preocupações teóricas e metodológicas. Essa fetichização foi problematizada em diferentes momentos formativos, incluindo em trabalhos elaborados pelos discentes – fundamentados em locais e tempos definidos e que extraíram das ferramentas as potencialidades emancipatórias. As perspectivas que surgem desta pesquisa oportunizam a compreensão da formação docente em Química à luz da educação científica crítica CTSA. Esse encontro de horizontes consiste em olhar a profissionalização baseado na distância que separa teoria e prática, com problemas locais e soluções possíveis.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)166762/2018-0porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessFormação docenteEducação em QuímicaInternet das CoisasCTSATeoria CríticaTeacher trainingChemistry EducationInternet of ThingsSTSECritical TheoryCIENCIAS HUMANAS::EDUCACAOA formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatóriosThe education of Chemistry Teacher Training in the context of the Internet of Things: emancipatory possibilities and challengesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis60060063bbce3a-17a3-4195-ad17-ab128db32d81reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese Caroindes J. C. Gomes.pdfTese Caroindes J. C. Gomes.pdfapplication/pdf1877970https://repositorio.ufscar.br/bitstream/ufscar/16666/1/Tese%20Caroindes%20J.%20C.%20Gomes.pdf98f1d581b8286ab20b197e09343c07f8MD51Carta Comprovante.pdfCarta Comprovante.pdfapplication/pdf135713https://repositorio.ufscar.br/bitstream/ufscar/16666/3/Carta%20Comprovante.pdf341118d13ad56124d6ce735f3a947468MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16666/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTTese Caroindes J. C. Gomes.pdf.txtTese Caroindes J. C. Gomes.pdf.txtExtracted texttext/plain304989https://repositorio.ufscar.br/bitstream/ufscar/16666/5/Tese%20Caroindes%20J.%20C.%20Gomes.pdf.txt5f84be3f017d304ce8ed5028972300b1MD55Carta Comprovante.pdf.txtCarta Comprovante.pdf.txtExtracted texttext/plain1368https://repositorio.ufscar.br/bitstream/ufscar/16666/7/Carta%20Comprovante.pdf.txtf6b769b7fb96cc03f3f0b8d038442d51MD57THUMBNAILTese Caroindes J. 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dc.title.por.fl_str_mv |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
dc.title.alternative.eng.fl_str_mv |
The education of Chemistry Teacher Training in the context of the Internet of Things: emancipatory possibilities and challenges |
title |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
spellingShingle |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios Gomes, Caroindes Julia Corrêa Formação docente Educação em Química Internet das Coisas CTSA Teoria Crítica Teacher training Chemistry Education Internet of Things STSE Critical Theory CIENCIAS HUMANAS::EDUCACAO |
title_short |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
title_full |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
title_fullStr |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
title_full_unstemmed |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
title_sort |
A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios |
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 |
Zuin-Zeidler, Vânia Gomes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5265150425993880 |
dc.contributor.authorID.fl_str_mv |
dd2ce5c7-afb9-4edf-99f8-e5cc5ffd17eb |
contributor_str_mv |
Zuin-Zeidler, Vânia Gomes |
dc.subject.por.fl_str_mv |
Formação docente Educação em Química Internet das Coisas CTSA Teoria Crítica |
topic |
Formação docente Educação em Química Internet das Coisas CTSA Teoria Crítica Teacher training Chemistry Education Internet of Things STSE Critical Theory CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Chemistry Education Internet of Things STSE Critical Theory |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research dialogues with the possibilities and challenges of teacher training in Chemistry for the construction of fairer and sustainable realities, mainly, based on the comprehension of the current time in its coming into being. For this purpose, it was carried out a case study analyzing the formative experiences provided by the disciplines Introduction to Green Chemistry and Information and Communication Technologies applied to Chemistry Education – offered in the Chemistry Teacher Training course at Federal University of São Carlos as a result of curricular reformulations. Using Textual Discourse Analysis, the students' self-evaluations and the didactic sequences elaborated by them were examined, which brought up categories that represented the senses attributed to educative praxes and in which way they were (re) constructed by undergraduates. The capture of the new emerging elements resulted in the construction of four metatexts, in which it was added, when pertinent, phrases collected either from our analysis material or our class observation registers, aiming to approach the completeness of what was manifested. Based on the interfaces between STSE scientific education and Critical Theory, the disciplines fostered systemic and interdisciplinary thought, the examination and questioning of socioscientific controversies, as well as other experiences and perspectives on the teachers’ professionalization. The elaboration of the undergraduates’ proposals aimed at the active participation of the Elementary School students founded on cooperative dynamics and the representation of different voices. However, some developments evinced duality between the apprehended theory and the materialized praxis in the school space, but the process was fundamental for the undergraduates to perceive themselves as teachers, provoke, reconstruct and move on. The undergraduates' commitment and dedication to the activities were observable – except for the texts reading low engagement – which might be a reflection of the relations in digital culture. The results have also revealed the students’ need to “digitize” their experiences and actions, using digital tools in the activities without theoretical and methodological worries. That fetishization was discussed and questioned in different formative moments, including works elaborated by the undergraduates – underpinned by definite spaces and time – and, as a result, it extracted tools from the emancipatory potentialities. These research perspectives foster the comprehension of teacher training in Chemistry in the light of STSE critical scientific education. The horizons emerging from this research point to the need of looking at professionalization based on the distance between theory and praxis, with local problems and possible solutions. |
publishDate |
2022 |
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2022-09-26T13:33:53Z |
dc.date.available.fl_str_mv |
2022-09-26T13:33:53Z |
dc.date.issued.fl_str_mv |
2022-06-08 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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GOMES, Caroindes Julia Corrêa. A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16666. |
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https://repositorio.ufscar.br/handle/ufscar/16666 |
identifier_str_mv |
GOMES, Caroindes Julia Corrêa. A formação de licenciandos e licenciandas em Química no contexto da Internet das Coisas: possibilidades e desafios emancipatórios. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16666. |
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https://repositorio.ufscar.br/handle/ufscar/16666 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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