As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/1/4518 |
Resumo: | Science education for the first school years is based on the discussion of scientific and civic education once the initial series are the first places where the child builds its concepts and learns about the culture and the environment that surrounds them. The training of teachers in science its needed, since scientific knowledge is forming part of the culture built by humanity. Teachers who comes from degrees in Pedagogy usually has difficulties in teaching sciences, because of his weak and fragmented preparation in this subject, in this way, schools and universities are places able to share common sense and scientific knowledge acting as generators of social representations. This study aims to investigate the social representations about "being a teacher" Science for the first school years, that undergraduates in Pedagogy in one of Paraná Public university have. the techniques of word free recall and semi-structured questionnaire as data collection tools.To analyze were used the analysis of content in affirmative and categorization in central and peripheral elements of social representations perceived as means of analysis in research of qualitative and quantitative. This work founf two conceptions: one concerns the relationship that the teacher conceives with knowing and doing, and the other shows the relationships that the teacher creates opposite to be and feel. It was identified that the social representation of "being a teacher" primarily involves teaching and learning in a traditional context, so that your core refers to word knowledge in the act of transmitting it and the peripheral elements to the curriculum content area in Natural Sciences. It was also recognized that when comparing the social representations of the students in the initial years and the last years of the graduation remained the same, those built during school life so that the university has not been able to deny or change such representation. |
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As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciaisThe social representations of pedagogy undergraduates about being a science teacher in the first school yearsPedagogiaCiênciaRepresentações sociaisEnsino de ciênciasFormação de professoresSociologia educacionalEducaçãoEnsino FundamentalBrasil.Elementary schoolTeacher trainingCommon senseBrazil.Ciências Exatas e da TerraMatemáticaScience education for the first school years is based on the discussion of scientific and civic education once the initial series are the first places where the child builds its concepts and learns about the culture and the environment that surrounds them. The training of teachers in science its needed, since scientific knowledge is forming part of the culture built by humanity. Teachers who comes from degrees in Pedagogy usually has difficulties in teaching sciences, because of his weak and fragmented preparation in this subject, in this way, schools and universities are places able to share common sense and scientific knowledge acting as generators of social representations. This study aims to investigate the social representations about "being a teacher" Science for the first school years, that undergraduates in Pedagogy in one of Paraná Public university have. the techniques of word free recall and semi-structured questionnaire as data collection tools.To analyze were used the analysis of content in affirmative and categorization in central and peripheral elements of social representations perceived as means of analysis in research of qualitative and quantitative. This work founf two conceptions: one concerns the relationship that the teacher conceives with knowing and doing, and the other shows the relationships that the teacher creates opposite to be and feel. It was identified that the social representation of "being a teacher" primarily involves teaching and learning in a traditional context, so that your core refers to word knowledge in the act of transmitting it and the peripheral elements to the curriculum content area in Natural Sciences. It was also recognized that when comparing the social representations of the students in the initial years and the last years of the graduation remained the same, those built during school life so that the university has not been able to deny or change such representation.O ensino de Ciências para os anos iniciais baseia-se na discussão da formação científica e cidadã, pois as séries iniciais são os primeiros espaços onde a criança constrói seus conceitos e apreende sobre a cultura e o ambiente que a rodeia. A formação de professores em Ciências se faz necessário, já que o conhecimento científico é parte formadora da cultura construída pela humanidade. O professor oriundo da licenciatura em Pedagogia geralmente possui dificuldades ao ensinar Ciências, devido a formação deficiente e fragmentada, desta maneira, escolas e universidades são lugares capazes de compartilhar conhecimentos de senso comum e científicos atuando como geradoras de Representações Sociais. O presente trabalho tem por objetivo investigar as Representações Sociais sobre o "ser professor" de Ciências para os anos iniciais que os licenciandos em Pedagogia de uma Universidade pública do Paraná possuem. Foram utilizadas as técnicas de evocação livre de palavras e questionário semiestruturado como instrumentos de coleta de dados. Para analisar utilizou-se a análise de conteúdo sob afirmativas bem como a categorização em elementos centrais e periféricos das Representações Sociais percebidas como meios de análise em uma pesquisa de cunho quali-quantitativo. Encontrou-se 2 concepções: uma diz respeito as relações que o professor concebe com o saber e o fazer e a outra demonstra as relações que o professor cria frente aoser e o sentir.Identificou-se que a representação social do "ser professor" envolve principalmente o ensinar e o aprender em um contexto tradicional, de modo que seu o núcleo faz referência a palavra conhecimento no ato de transmiti-lo e os elementos periféricos aos conteúdos curriculares na área das Ciências Naturais. Reconheceu-se também que ao comparar as Representações Sociais dos graduandos das séries iniciais e finais do curso de Pedagogia as mesmas se mantivera, aquelas construídas durante a vida escolar, de modo que a universidade ainda não fora capaz de negar ou mudar essa representação.56 fUniversidade Estadual de MaringáBrasilPrograma de Pós-Graduação em Educação para a Ciência e a MatemáticaUEMMaringá, PRCentro de Ciências ExatasCarlos Alberto de Oliveira Magalhães JúniorAdriana da Silva Fontes - UTFPRFúlvia Eloá Maricato - UEMAraújo, João Luis Dequi2018-04-23T19:22:50Z2018-04-23T19:22:50Z2016info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://repositorio.uem.br:8080/jspui/handle/1/4518porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)instname:Universidade Estadual de Maringá (UEM)instacron:UEM2018-04-23T19:22:50Zoai:localhost:1/4518Repositório InstitucionalPUBhttp://repositorio.uem.br:8080/oai/requestopendoar:2024-04-23T14:57:41.242765Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais The social representations of pedagogy undergraduates about being a science teacher in the first school years |
title |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
spellingShingle |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais Araújo, João Luis Dequi Pedagogia Ciência Representações sociais Ensino de ciências Formação de professores Sociologia educacional Educação Ensino Fundamental Brasil. Elementary school Teacher training Common sense Brazil. Ciências Exatas e da Terra Matemática |
title_short |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
title_full |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
title_fullStr |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
title_full_unstemmed |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
title_sort |
As representações sociais de graduandos no curso de Pedagogia sobre o "ser professor" de ciências nos anos iniciais |
author |
Araújo, João Luis Dequi |
author_facet |
Araújo, João Luis Dequi |
author_role |
author |
dc.contributor.none.fl_str_mv |
Carlos Alberto de Oliveira Magalhães Júnior Adriana da Silva Fontes - UTFPR Fúlvia Eloá Maricato - UEM |
dc.contributor.author.fl_str_mv |
Araújo, João Luis Dequi |
dc.subject.por.fl_str_mv |
Pedagogia Ciência Representações sociais Ensino de ciências Formação de professores Sociologia educacional Educação Ensino Fundamental Brasil. Elementary school Teacher training Common sense Brazil. Ciências Exatas e da Terra Matemática |
topic |
Pedagogia Ciência Representações sociais Ensino de ciências Formação de professores Sociologia educacional Educação Ensino Fundamental Brasil. Elementary school Teacher training Common sense Brazil. Ciências Exatas e da Terra Matemática |
description |
Science education for the first school years is based on the discussion of scientific and civic education once the initial series are the first places where the child builds its concepts and learns about the culture and the environment that surrounds them. The training of teachers in science its needed, since scientific knowledge is forming part of the culture built by humanity. Teachers who comes from degrees in Pedagogy usually has difficulties in teaching sciences, because of his weak and fragmented preparation in this subject, in this way, schools and universities are places able to share common sense and scientific knowledge acting as generators of social representations. This study aims to investigate the social representations about "being a teacher" Science for the first school years, that undergraduates in Pedagogy in one of Paraná Public university have. the techniques of word free recall and semi-structured questionnaire as data collection tools.To analyze were used the analysis of content in affirmative and categorization in central and peripheral elements of social representations perceived as means of analysis in research of qualitative and quantitative. This work founf two conceptions: one concerns the relationship that the teacher conceives with knowing and doing, and the other shows the relationships that the teacher creates opposite to be and feel. It was identified that the social representation of "being a teacher" primarily involves teaching and learning in a traditional context, so that your core refers to word knowledge in the act of transmitting it and the peripheral elements to the curriculum content area in Natural Sciences. It was also recognized that when comparing the social representations of the students in the initial years and the last years of the graduation remained the same, those built during school life so that the university has not been able to deny or change such representation. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2018-04-23T19:22:50Z 2018-04-23T19:22:50Z |
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.uri.fl_str_mv |
http://repositorio.uem.br:8080/jspui/handle/1/4518 |
url |
http://repositorio.uem.br:8080/jspui/handle/1/4518 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Educação para a Ciência e a Matemática UEM Maringá, PR Centro de Ciências Exatas |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Educação para a Ciência e a Matemática UEM Maringá, PR Centro de Ciências Exatas |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM) |
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