Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.
Autor(a) principal: | |
---|---|
Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2784 |
Resumo: | The main objectives of this research are: a) to identify and to analyze the knowledge base utilized by science teachers in their daily practice in the first grades of fundamental school ; b) to identify the sources of acquisition of teaching knowledge; c) to know the relation of the teachers with their knowledge base; d) to know the importance attributed by these teachers to their personal and professional relationships in the construction of their teaching knowledge; d) to identify the sources of information used by the teachers for the daily teaching exercise. The main theoretical references which oriented the research were the works and categories proposed by Tardif (2002), complemented by the works of Shulman (1986), Barth (1993), Gauthier et al. (1998) and Borges (2004). These references made it possible to initiate the construction of a framework for the performance analysis of the teachers in the first grades of fundamental school, related to natural sciences teaching. Two teachers participated of this inquiry. They act in fourth grade of fundamental school in private institutes. Besides answering a semi-structured interview, the two teachers analyzed a teaching case related to the science education in the first grades of fundamental school and they answered questions presented at the end of the teaching case. Based on the analysis of the data collected it was possible to identify in the teacher´s speech referential elements of the five categories proposed by Tardif (2002): professional knowledge, disciplinar knowledge, curricular knowledge, experiential knowledge and the relationship of the teachers with their knowledge. The analysis confirm the appreciation of experiential knowledge. Didactic books, magazines and internet sites are confirmed as sources of acquisition of their subject knowledge. The under appreciation of their initial formation and the absence of deepened reflections about the curricular organization of the educational level where they act were also confirmed. The science conception present in the teachers discourse considers that scientific knowledge is not static and it evolves continuously. They recognize the dynamic character of sciences, however without considering that science is the creation of human beings, and that it can transform the visions about the world and be transformed by them. It was perceived that the collective and cooperative work of the teachers is an important tool to stimulate a reflective practice, creating the conditions for the teachers to restructure their knowledge base by validation and appropriation of several external sources, incorporating them to their experiential knowledge basis. Therefore it is believed that the collective work, if guided well, can be an important way of continuous formation, as showed by Torres (1998) in the example of the "formation microcenters . |
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Braga, AndréPassos, Cármen Lúcia Brancaglionhttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4798906Z2http://plsql1.cnpq.br/sigef_imp/PRC_HIST_PROC?F_COD_RH=K4766924H895f47048-ea7f-443e-9c97-59ad29482a0d2016-06-02T19:39:58Z2007-07-062016-06-02T19:39:58Z2005-10-03BRAGA, André. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.. 2005. 146 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005.https://repositorio.ufscar.br/handle/ufscar/2784The main objectives of this research are: a) to identify and to analyze the knowledge base utilized by science teachers in their daily practice in the first grades of fundamental school ; b) to identify the sources of acquisition of teaching knowledge; c) to know the relation of the teachers with their knowledge base; d) to know the importance attributed by these teachers to their personal and professional relationships in the construction of their teaching knowledge; d) to identify the sources of information used by the teachers for the daily teaching exercise. The main theoretical references which oriented the research were the works and categories proposed by Tardif (2002), complemented by the works of Shulman (1986), Barth (1993), Gauthier et al. (1998) and Borges (2004). These references made it possible to initiate the construction of a framework for the performance analysis of the teachers in the first grades of fundamental school, related to natural sciences teaching. Two teachers participated of this inquiry. They act in fourth grade of fundamental school in private institutes. Besides answering a semi-structured interview, the two teachers analyzed a teaching case related to the science education in the first grades of fundamental school and they answered questions presented at the end of the teaching case. Based on the analysis of the data collected it was possible to identify in the teacher´s speech referential elements of the five categories proposed by Tardif (2002): professional knowledge, disciplinar knowledge, curricular knowledge, experiential knowledge and the relationship of the teachers with their knowledge. The analysis confirm the appreciation of experiential knowledge. Didactic books, magazines and internet sites are confirmed as sources of acquisition of their subject knowledge. The under appreciation of their initial formation and the absence of deepened reflections about the curricular organization of the educational level where they act were also confirmed. The science conception present in the teachers discourse considers that scientific knowledge is not static and it evolves continuously. They recognize the dynamic character of sciences, however without considering that science is the creation of human beings, and that it can transform the visions about the world and be transformed by them. It was perceived that the collective and cooperative work of the teachers is an important tool to stimulate a reflective practice, creating the conditions for the teachers to restructure their knowledge base by validation and appropriation of several external sources, incorporating them to their experiential knowledge basis. Therefore it is believed that the collective work, if guided well, can be an important way of continuous formation, as showed by Torres (1998) in the example of the "formation microcenters .Nesta investigação buscou-se como objetivos principais: a) identificar e analisar os saberes e conhecimentos mobilizados por professoras que ensinam ciências nas séries iniciais em sua prática cotidiana; b) identificar as fontes de aquisição dos saberes e conhecimentos docentes; c) conhecer a relação dos profissionais docentes com seus saberes; d) conhecer a importância atribuída por esses professores às suas relações pessoais e profissionais na construção de seus saberes e conhecimentos; d) identificar as fontes de informação utilizadas pelos professores para o exercício diário da docência. Foi utilizado como base o referencial teórico e as categorias propostas por Tardif (2002), complementadas pelas obras de Shulman (1986), Barth (1993), Gauthier et al. (1998) e Borges (2004). De posse desse referencial foi possível iniciar a construção de um quadro de análise para a atuação de docentes nas séries iniciais do Ensino Fundamental, em relação ao ensino das ciências naturais. Participaram desta investigação duas professoras que atuam em quartas séries do Ensino Fundamental em escolas privadas. Além de serem realizadas entrevistas semi-estruturadas as duas professoras analisaram um caso de ensino relacionado ao ensino de ciências nas séries inicias do Ensino Fundamental e responderam algumas questões que foram apresentadas ao final do texto proposto. A partir da análise dos dados coletados foi possível identificar que no discurso das professoras estão presentes os elementos referentes às cinco categorias de saberes propostas por Tardif (2002): saberes profissionais, saberes disciplinares, saberes curriculares, saberes experienciais e a relação dos professores com os seus saberes. Confirmam-se nas análises a valorização dos saberes experienciais, a utilização de revistas, livros didáticos e sites da Internet como fontes de aquisição dos saberes disciplinares, a ocorrência de subvalorização da formação inicial e a ausência de reflexões mais aprofundadas sobre a organização curricular do nível de ensino em que atuam. Ainda foi possível perceber que, com relação aos conteúdos da área científica não são observadas as concepções de conhecimento científico como verdade estática. A visão de ciência presente no discurso das professoras reconhece o caráter dinâmico das ciências, contudo, sem considerar que a ciência é uma criação humana que pode transformar visões de mundo e por elas ser transformada. Foi percebido que o trabalho coletivo e colaborativo dos docentes é uma importante ferramenta para estimular e reflexão sobre e na prática cotidiana provocando, desse modo, condições para que os professores ressignifiquem os saberes oriundos de variadas fontes externas validando deles se apropriando e, assim, incorporando-os à sua base de saberes experienciais. Desse modo acredita-se que o trabalho coletivo, se bem orientado, pode constituir-se em uma importante via de formação contínua a exemplo do que acontece nos microcentros de formação descritos por Torres (1998).application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoEnsino de ciênciasSéries iniciaisTeachers educationSciences teachingInitial gradesCIENCIAS HUMANAS::EDUCACAOOs saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1b0337d10-93a5-4485-9627-530d3aa82d1einfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissAB.pdfapplication/pdf605950https://repositorio.ufscar.br/bitstream/ufscar/2784/1/DissAB.pdf31003355e11795fa198e32db9194d347MD51THUMBNAILDissAB.pdf.jpgDissAB.pdf.jpgIM Thumbnailimage/jpeg7837https://repositorio.ufscar.br/bitstream/ufscar/2784/2/DissAB.pdf.jpgae70ed0fe882b1ed3c760f3f8f5c6f73MD52ufscar/27842023-09-18 18:30:51.877oai:repositorio.ufscar.br:ufscar/2784Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:51Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
title |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
spellingShingle |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. Braga, André Professores - formação Ensino de ciências Séries iniciais Teachers education Sciences teaching Initial grades CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
title_full |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
title_fullStr |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
title_full_unstemmed |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
title_sort |
Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. |
author |
Braga, André |
author_facet |
Braga, André |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://plsql1.cnpq.br/sigef_imp/PRC_HIST_PROC?F_COD_RH=K4766924H8 |
dc.contributor.author.fl_str_mv |
Braga, André |
dc.contributor.advisor1.fl_str_mv |
Passos, Cármen Lúcia Brancaglion |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4798906Z2 |
dc.contributor.authorID.fl_str_mv |
95f47048-ea7f-443e-9c97-59ad29482a0d |
contributor_str_mv |
Passos, Cármen Lúcia Brancaglion |
dc.subject.por.fl_str_mv |
Professores - formação Ensino de ciências Séries iniciais |
topic |
Professores - formação Ensino de ciências Séries iniciais Teachers education Sciences teaching Initial grades CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers education Sciences teaching Initial grades |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The main objectives of this research are: a) to identify and to analyze the knowledge base utilized by science teachers in their daily practice in the first grades of fundamental school ; b) to identify the sources of acquisition of teaching knowledge; c) to know the relation of the teachers with their knowledge base; d) to know the importance attributed by these teachers to their personal and professional relationships in the construction of their teaching knowledge; d) to identify the sources of information used by the teachers for the daily teaching exercise. The main theoretical references which oriented the research were the works and categories proposed by Tardif (2002), complemented by the works of Shulman (1986), Barth (1993), Gauthier et al. (1998) and Borges (2004). These references made it possible to initiate the construction of a framework for the performance analysis of the teachers in the first grades of fundamental school, related to natural sciences teaching. Two teachers participated of this inquiry. They act in fourth grade of fundamental school in private institutes. Besides answering a semi-structured interview, the two teachers analyzed a teaching case related to the science education in the first grades of fundamental school and they answered questions presented at the end of the teaching case. Based on the analysis of the data collected it was possible to identify in the teacher´s speech referential elements of the five categories proposed by Tardif (2002): professional knowledge, disciplinar knowledge, curricular knowledge, experiential knowledge and the relationship of the teachers with their knowledge. The analysis confirm the appreciation of experiential knowledge. Didactic books, magazines and internet sites are confirmed as sources of acquisition of their subject knowledge. The under appreciation of their initial formation and the absence of deepened reflections about the curricular organization of the educational level where they act were also confirmed. The science conception present in the teachers discourse considers that scientific knowledge is not static and it evolves continuously. They recognize the dynamic character of sciences, however without considering that science is the creation of human beings, and that it can transform the visions about the world and be transformed by them. It was perceived that the collective and cooperative work of the teachers is an important tool to stimulate a reflective practice, creating the conditions for the teachers to restructure their knowledge base by validation and appropriation of several external sources, incorporating them to their experiential knowledge basis. Therefore it is believed that the collective work, if guided well, can be an important way of continuous formation, as showed by Torres (1998) in the example of the "formation microcenters . |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-10-03 |
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2007-07-06 2016-06-02T19:39:58Z |
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2016-06-02T19:39:58Z |
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BRAGA, André. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.. 2005. 146 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005. |
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https://repositorio.ufscar.br/handle/ufscar/2784 |
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BRAGA, André. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.. 2005. 146 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005. |
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