Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11815 |
Resumo: | The current sociocultural reality requires that people possess knowledge about various subjects, that they are able to analyze causes and effects and they can position themselves in the face of social debates. On the other hand, Brazilian education presents several types of problems, including the shortcomings of teacher education and the constant challenge of learning, with oneself and with others. The training of citizens with values and the knowledge necessary for critical participation can be promoted through the relations between Science, Technology and Society (STS) in science teaching, from the early years of elementary school and it becomes a great ally to children's literacy and development of children. To achieve this aim, teachers must understand their theoretical and methodological assumptions for the development of thematic activities with their students. Due to the relevance of teacher training, a partnership was established between the researcher and an experienced first year teacher of Elementary School with the objective of analyzing the results of a collaborative training proposal, based on the reflection about science teaching in the STS perspective for professional teacher development. Thus, this research was based on the following question: What are the contributions of a proposal of collaborative training based on reflection on the teaching of science in the STS perspective for professional teacher development? For the constitution of the collaborative work, eight meetings were held with discussion of theoretical references on reflective teacher and STS teaching approach, as well as for the planning and development of a teaching situation, from this perspective, about planetary system. The following instruments were used to compile data: transcription of the videos of the meetings, written records of the questionnaires (initial and final), records of the professional trajectories and the diaries of the researcher and the teacher. By characterizing it as a qualitative research, we opted for the discursive textual analysis, in which the texts were: separated by their meanings, categorized, analyzed and interpreted. Thus, three categories of analysis were identified. The first one covers all the situations in which there was the reflection on the practice itself in the teaching of Sciences. The second one refers to the discussions related to the theoretical reference about reflexive teacher and the teaching of sciences emphasizing STS, that is, reflection on the relation theory and practice. The third covers a discussion concerning reflection on the teaching profession. In summary, we consider that the collaborating teacher had the opportunity to analyze and reflect on the practice itself as well as the conditions of the teaching system to which it belongs, identifying factors that affect its methodological choices. Among the contributions of the formative proposal, we highlight the recognition of the learning process of teaching as a “continuum” throughout the career; the importance of interaction with peers to favor the attribution of meaning to new experiences, as well as previous experiences. We also emphasize the promotion of reflections in a systematic, rigorous and disciplined way that requires the valorization of attitudes of both parties and favors professional teacher development. |
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Gomes, Bruna Cristina CarvalhoZanon, Dulcimeire Aparecida Volantehttp://lattes.cnpq.br/1811225448261362http://lattes.cnpq.br/978926104357329340ec0824-f653-4e37-9c0c-21916b687f0b2019-09-10T18:21:08Z2019-09-10T18:21:08Z2019-08-07GOMES, Bruna Cristina Carvalho. Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11815.https://repositorio.ufscar.br/handle/ufscar/11815The current sociocultural reality requires that people possess knowledge about various subjects, that they are able to analyze causes and effects and they can position themselves in the face of social debates. On the other hand, Brazilian education presents several types of problems, including the shortcomings of teacher education and the constant challenge of learning, with oneself and with others. The training of citizens with values and the knowledge necessary for critical participation can be promoted through the relations between Science, Technology and Society (STS) in science teaching, from the early years of elementary school and it becomes a great ally to children's literacy and development of children. To achieve this aim, teachers must understand their theoretical and methodological assumptions for the development of thematic activities with their students. Due to the relevance of teacher training, a partnership was established between the researcher and an experienced first year teacher of Elementary School with the objective of analyzing the results of a collaborative training proposal, based on the reflection about science teaching in the STS perspective for professional teacher development. Thus, this research was based on the following question: What are the contributions of a proposal of collaborative training based on reflection on the teaching of science in the STS perspective for professional teacher development? For the constitution of the collaborative work, eight meetings were held with discussion of theoretical references on reflective teacher and STS teaching approach, as well as for the planning and development of a teaching situation, from this perspective, about planetary system. The following instruments were used to compile data: transcription of the videos of the meetings, written records of the questionnaires (initial and final), records of the professional trajectories and the diaries of the researcher and the teacher. By characterizing it as a qualitative research, we opted for the discursive textual analysis, in which the texts were: separated by their meanings, categorized, analyzed and interpreted. Thus, three categories of analysis were identified. The first one covers all the situations in which there was the reflection on the practice itself in the teaching of Sciences. The second one refers to the discussions related to the theoretical reference about reflexive teacher and the teaching of sciences emphasizing STS, that is, reflection on the relation theory and practice. The third covers a discussion concerning reflection on the teaching profession. In summary, we consider that the collaborating teacher had the opportunity to analyze and reflect on the practice itself as well as the conditions of the teaching system to which it belongs, identifying factors that affect its methodological choices. Among the contributions of the formative proposal, we highlight the recognition of the learning process of teaching as a “continuum” throughout the career; the importance of interaction with peers to favor the attribution of meaning to new experiences, as well as previous experiences. We also emphasize the promotion of reflections in a systematic, rigorous and disciplined way that requires the valorization of attitudes of both parties and favors professional teacher development.A realidade sociocultural da atualidade exige que as pessoas possuam conhecimentos sobre vários assuntos, capazes de analisar causas e efeitos e de posicionar-se perante aos debates sociais. Por outro lado, a educação brasileira apresenta problemas de várias ordens, incluindo as lacunas da formação docente e o desafio constante de aprender, consigo mesmo e com os outros. A formação de cidadãos com valores e conhecimentos necessários à participação crítica pode ser promovida a partir das relações entre Ciência, Tecnologia e Sociedade (CTS) no ensino de Ciências, desde os primeiros anos do Ensino Fundamental e constituir-se um grande aliado às atividades de alfabetização e desenvolvimento integral das crianças. Para atingir tal fim, é preciso que os professores compreendam seus pressupostos teóricos e metodológicos para o desenvolvimento de atividades temáticas junto aos seus estudantes. Dada à relevância da formação docente, foi estabelecida uma parceria entre a pesquisadora e uma professora experiente do primeiro ano do Ensino Fundamental com o objetivo de analisar os resultados de uma proposta de formação colaborativa, baseada na reflexão sobre o ensino de Ciências na perspectiva CTS, para o desenvolvimento profissional docente. Sendo assim, esta pesquisa foi balizada com a seguinte questão: Quais são as contribuições de uma proposta de formação colaborativa baseada na reflexão sobre o ensino de Ciências na perspectiva CTS para o desenvolvimento profissional docente? Para a constituição do trabalho colaborativo, foram realizados oito encontros com discussão de referenciais teóricos sobre professor reflexivo e abordagem de ensino CTS bem como para o planejamento e desenvolvimento de uma situação de ensino, nessa perspectiva, sobre o sistema planetário. Foram utilizados os seguintes instrumentos para a constituição de dados: transcrição dos vídeos dos encontros, registros escritos dos questionários (inicial e final), das trajetórias profissionais e ainda, dos diários da pesquisadora e da professora. Por se caracterizar como uma pesquisa qualitativa, optamos pela análise textual discursiva, na qual os textos foram separados pelos seus significados, categorizados, analisados e interpretados. Assim, foram identificadas três categorias de análise. A primeira abrange todas as situações nas quais houve a reflexão sobre a própria prática no ensino de ciências. A segunda refere-se às discussões relacionadas ao referencial teórico sobre professor reflexivo e ao ensino de ciências com ênfase CTS, ou seja, reflexão sobre a relação teoria e prática. A terceira abarca uma discussão referente à reflexão sobre a profissão docente. Em síntese, consideramos que a professora colaboradora teve oportunidade de analisar e refletir sobre a própria prática bem como as condições do sistema de ensino a qual pertence, identificando fatores que impactam suas escolhas metodológicas. Dentre as contribuições da proposta formativa destacamos o reconhecimento do processo de aprendizagem da docência como um continuum ao longo da carreira; a importância da interação com pares para o favorecimento da atribuição de significado diante de novas experiências assim como das anteriores, a promoção de reflexões de forma sistemática, rigorosa e disciplinada que exige a valorização de atitudes de ambas as partes e favorece o desenvolvimento profissional docente.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarTrabalho colaborativoReflexãoEnsino de CiênciasDesenvolvimento profissional docenteCollaborative workScience teachingReflectionTeaching professional developmentCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOUma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docenteA proposed collaborative training on science teaching: the importance of reflection for teaching professional developmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600f5529718-3db6-44e0-8c15-4aed997ee647info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALVersaoFinal_BCO.pdfVersaoFinal_BCO.pdfTEXTO COMPLETOapplication/pdf1282520https://repositorio.ufscar.br/bitstream/ufscar/11815/2/VersaoFinal_BCO.pdfbb67fdebad9377e323c0a37b2319b7c7MD52Carta_assinada_versão_final_Bruna.pdfCarta_assinada_versão_final_Bruna.pdfcarta da Orientadoraapplication/pdf1665970https://repositorio.ufscar.br/bitstream/ufscar/11815/4/Carta_assinada_vers%c3%a3o_final_Bruna.pdf53997b205c0515913ca256dc82b115ddMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
dc.title.alternative.eng.fl_str_mv |
A proposed collaborative training on science teaching: the importance of reflection for teaching professional development |
title |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
spellingShingle |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente Gomes, Bruna Cristina Carvalho Trabalho colaborativo Reflexão Ensino de Ciências Desenvolvimento profissional docente Collaborative work Science teaching Reflection Teaching professional development CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
title_short |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
title_full |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
title_fullStr |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
title_full_unstemmed |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
title_sort |
Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente |
author |
Gomes, Bruna Cristina Carvalho |
author_facet |
Gomes, Bruna Cristina Carvalho |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9789261043573293 |
dc.contributor.author.fl_str_mv |
Gomes, Bruna Cristina Carvalho |
dc.contributor.advisor1.fl_str_mv |
Zanon, Dulcimeire Aparecida Volante |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1811225448261362 |
dc.contributor.authorID.fl_str_mv |
40ec0824-f653-4e37-9c0c-21916b687f0b |
contributor_str_mv |
Zanon, Dulcimeire Aparecida Volante |
dc.subject.por.fl_str_mv |
Trabalho colaborativo Reflexão Ensino de Ciências Desenvolvimento profissional docente |
topic |
Trabalho colaborativo Reflexão Ensino de Ciências Desenvolvimento profissional docente Collaborative work Science teaching Reflection Teaching professional development CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
dc.subject.eng.fl_str_mv |
Collaborative work Science teaching Reflection Teaching professional development |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
description |
The current sociocultural reality requires that people possess knowledge about various subjects, that they are able to analyze causes and effects and they can position themselves in the face of social debates. On the other hand, Brazilian education presents several types of problems, including the shortcomings of teacher education and the constant challenge of learning, with oneself and with others. The training of citizens with values and the knowledge necessary for critical participation can be promoted through the relations between Science, Technology and Society (STS) in science teaching, from the early years of elementary school and it becomes a great ally to children's literacy and development of children. To achieve this aim, teachers must understand their theoretical and methodological assumptions for the development of thematic activities with their students. Due to the relevance of teacher training, a partnership was established between the researcher and an experienced first year teacher of Elementary School with the objective of analyzing the results of a collaborative training proposal, based on the reflection about science teaching in the STS perspective for professional teacher development. Thus, this research was based on the following question: What are the contributions of a proposal of collaborative training based on reflection on the teaching of science in the STS perspective for professional teacher development? For the constitution of the collaborative work, eight meetings were held with discussion of theoretical references on reflective teacher and STS teaching approach, as well as for the planning and development of a teaching situation, from this perspective, about planetary system. The following instruments were used to compile data: transcription of the videos of the meetings, written records of the questionnaires (initial and final), records of the professional trajectories and the diaries of the researcher and the teacher. By characterizing it as a qualitative research, we opted for the discursive textual analysis, in which the texts were: separated by their meanings, categorized, analyzed and interpreted. Thus, three categories of analysis were identified. The first one covers all the situations in which there was the reflection on the practice itself in the teaching of Sciences. The second one refers to the discussions related to the theoretical reference about reflexive teacher and the teaching of sciences emphasizing STS, that is, reflection on the relation theory and practice. The third covers a discussion concerning reflection on the teaching profession. In summary, we consider that the collaborating teacher had the opportunity to analyze and reflect on the practice itself as well as the conditions of the teaching system to which it belongs, identifying factors that affect its methodological choices. Among the contributions of the formative proposal, we highlight the recognition of the learning process of teaching as a “continuum” throughout the career; the importance of interaction with peers to favor the attribution of meaning to new experiences, as well as previous experiences. We also emphasize the promotion of reflections in a systematic, rigorous and disciplined way that requires the valorization of attitudes of both parties and favors professional teacher development. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-10T18:21:08Z |
dc.date.available.fl_str_mv |
2019-09-10T18:21:08Z |
dc.date.issued.fl_str_mv |
2019-08-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GOMES, Bruna Cristina Carvalho. Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11815. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11815 |
identifier_str_mv |
GOMES, Bruna Cristina Carvalho. Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11815. |
url |
https://repositorio.ufscar.br/handle/ufscar/11815 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação Profissional em Educação - PPGPE |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
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Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/11815/2/VersaoFinal_BCO.pdf https://repositorio.ufscar.br/bitstream/ufscar/11815/4/Carta_assinada_vers%c3%a3o_final_Bruna.pdf https://repositorio.ufscar.br/bitstream/ufscar/11815/5/license.txt https://repositorio.ufscar.br/bitstream/ufscar/11815/6/VersaoFinal_BCO.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/11815/8/Carta_assinada_vers%c3%a3o_final_Bruna.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/11815/7/VersaoFinal_BCO.pdf.jpg https://repositorio.ufscar.br/bitstream/ufscar/11815/9/Carta_assinada_vers%c3%a3o_final_Bruna.pdf.jpg |
bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
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1802136363647107072 |