Contextualização para o ensino de ciências : concepções e práticas de professores de biologia e as tendências nos trabalhos de pesquisadores da área

• Autor(a) principal: Luz, Marcos Rogério Busso
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4657
• topic: Formação de professores - Ciências; Ensino de ciências - Formação de professores; Ciências Exatas e da Terra; Matemática

The speech of a contextualized teaching is ever so present in official curricular documents and in the speech of researchers and educators, which does not mean, necessarily, that there is a consensus in regards to the concept of the subject and implementation in pedagogical practice. Against this assertion, this research has the objective of investigating the conceptions and practices of Biology teachers of public schools of Maringá-PR and through a state-of-the-art bibliographic we identify and analyze the trends of the Contextualization for the Teaching of Biological Sciences in the work of researchers in the subject. Thus, it was possible to diagnose the need of studies that bring the Contextualization closer to students (their understanding to carry out the practice) through contexts that are linked to your daily life, historical, social, political, cultural, technological and environmental contextualization. The other data were aquired through questionnaires, planning of teacher?s classes and systematic observation of Biology classes via videotaping. The analysis of the data was performed qualitatively according to the theoretical and methodological assumptions of Content Analysis. The results indicate that the use of Contextualization for Teaching is a pedagogical resource that can help in the difficulties present in the Teaching of Sciences, however, it is necessary that it be understood by the researchers who approach the subject and especially by the educators, so that the practice is effective, meaningful for the student, enabling the appropriation of scientific knowledge to enable it to act in its reality (immediate or not). For this, it is profitable for educators to be in constant formation