Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEPB |
Texto Completo: | http://tede.bc.uepb.edu.br/jspui/handle/tede/4709 |
Resumo: | Scientific Literacy/scientific literacy is one of the most important topics for training our students for responsible social action. It involves more than understanding concepts, including the rules of science, its nature and history, interrelationship with society, and a host of other skills. It is considered a goal of contemporary education and one of the objectives of science teaching in the National Common Curricular Base (BNCC). Research has shown weaknesses in the understanding and practice of this theme among professors. Therefore, the general objective of this work was to investigate the understanding of Scientific Literacy defended by Science and Biology teachers of Elementary and High School in state and private public schools in the municipality of Areia-PB. The research is qualitative, exploratory-descriptive. Of 10 urban schools consulted, six were selected, four state public and two private. From them, a sample of 12 teachers with specific training in the area was extracted. A questionnaire with 11 questions, seven open and four closed, was applied to the professors. The answers were transcribed into word and the analysis was carried out using the Content Analysis technique (BARDIN, 1977, 2016; LASSWELL, 1985). From the questions, we established analysis categories and subcategories of the most recurrent expressions in the answers. The data were discussed in the light of literature in the area of literacy and scientific literacy and education documents (AULER and DELIZOICOV, 2001; BNCC, 2017; CHASSOT, 2003, 2018; CUNHA, 2019; FOUREZ, 2005; SHEN, 1975; SHAMOS, 1995; SANTOS and MORTIMER, 2001; SASSERON and CARVALHO, 2008, 2011; among others). Most professors indicated knowing the two terms, accessing it in different ways, with a greater contribution from continuing education, research, own initiative and dialogues with colleagues, and a smaller contribution from graduation and textbooks. The theme is viable at school and informal spaces, but it is not a constant practice and is viewed unsatisfactorily for structural and political-pedagogical reasons. The understanding of the term and form of work is varied; individually it does not encompass the various dimensions of literacy and scientific literacy and was closely linked to the scientific method, teaching by investigation, experimental and practical classes. Our concerns about how they understood the term and pedagogical practices were confirmed in part; we believe we have contributed to those professors who are not very familiar with the subject, as well as those who were familiar with it. |
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Geglio, Paulo CésarDias, Marcia Adelino da SilvaFeitosa, Antônia Arisdélia Fonseca Matias Aguiarhttps://lattes.cnpq.br/2971663565330857Silva, Rogério Pereira da2023-08-10T11:05:39Z2999-12-312023-06-29SILVA, Rogério Pereira da. Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia. 2023. 138 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2023.http://tede.bc.uepb.edu.br/jspui/handle/tede/4709Scientific Literacy/scientific literacy is one of the most important topics for training our students for responsible social action. It involves more than understanding concepts, including the rules of science, its nature and history, interrelationship with society, and a host of other skills. It is considered a goal of contemporary education and one of the objectives of science teaching in the National Common Curricular Base (BNCC). Research has shown weaknesses in the understanding and practice of this theme among professors. Therefore, the general objective of this work was to investigate the understanding of Scientific Literacy defended by Science and Biology teachers of Elementary and High School in state and private public schools in the municipality of Areia-PB. The research is qualitative, exploratory-descriptive. Of 10 urban schools consulted, six were selected, four state public and two private. From them, a sample of 12 teachers with specific training in the area was extracted. A questionnaire with 11 questions, seven open and four closed, was applied to the professors. The answers were transcribed into word and the analysis was carried out using the Content Analysis technique (BARDIN, 1977, 2016; LASSWELL, 1985). From the questions, we established analysis categories and subcategories of the most recurrent expressions in the answers. The data were discussed in the light of literature in the area of literacy and scientific literacy and education documents (AULER and DELIZOICOV, 2001; BNCC, 2017; CHASSOT, 2003, 2018; CUNHA, 2019; FOUREZ, 2005; SHEN, 1975; SHAMOS, 1995; SANTOS and MORTIMER, 2001; SASSERON and CARVALHO, 2008, 2011; among others). Most professors indicated knowing the two terms, accessing it in different ways, with a greater contribution from continuing education, research, own initiative and dialogues with colleagues, and a smaller contribution from graduation and textbooks. The theme is viable at school and informal spaces, but it is not a constant practice and is viewed unsatisfactorily for structural and political-pedagogical reasons. The understanding of the term and form of work is varied; individually it does not encompass the various dimensions of literacy and scientific literacy and was closely linked to the scientific method, teaching by investigation, experimental and practical classes. Our concerns about how they understood the term and pedagogical practices were confirmed in part; we believe we have contributed to those professors who are not very familiar with the subject, as well as those who were familiar with it.O Letramento Científico/alfabetização científica é tema dos mais importantes à formação dos nossos alunos para ação social responsável. Envolve mais do que compreensão de conceitos, incluindo-se as regras da ciência, sua natureza e história, inter-relação com a sociedade e uma série de outras habilidades. É considerado uma meta da educação contemporânea e um dos objetivos do ensino de ciências na Base Nacional Comum Curricular (BNCC). Pesquisas têm demonstrado fragilidades na compreensão e na prática desse tema entre os docentes. Por isso, o objetivo geral desse trabalho foi investigar a compreensão de Letramento Científico defendida pelos professores de Ciências e Biologia do Ensino Fundamental e Médio em escolas públicas estaduais e privadas no Município de Areia-PB. A pesquisa é de caráter qualitativo, do tipo exploratório-descritiva. De 10 escolas urbanas consultadas, seis foram selecionadas, quatro públicas estaduais e duas privadas. Delas, extraiu-se uma amostra de 12 professores com formação específica na área. Um questionário com 11 perguntas, sete abertas e quatro fechadas, foi aplicado aos docentes. As respostas foram transcritas em word e procedeu-se às análises pela técnica da Análise de Conteúdo (BARDIN, 1977, 2016; LASSWELL, 1985). A partir das perguntas, estabelecemos categorias de análise e subcategorias das expressões mais recorrentes nas respostas. Os dados foram discutidos à luz da literatura da área da alfabetização e letramento científico e de documentos da educação (AULER e DELIZOICOV, 2001; BNCC, 2017; CHASSOT, 2003, 2018; CUNHA, 2019; FOUREZ, 2005; SHEN, 1975; SHAMOS, 1995; SANTOS e MORTIMER, 2001; SASSERON e CARVALHO, 2008, 2011; dentre outros). A maioria dos professores indicaram conhecer os dois termos, acessando-o de formas diversas, com maior contribuição da formação continuada, pesquisa, iniciativa própria e diálogos com os colegas, e menor a graduação e livro didático. O tema é viável na escola e espaços informais, porém não é prática constante e é visto de forma insatisfatória por razões estruturais e político-pedagógicas. A compreensão do termo e forma de trabalho é variada; individualmente não abarca as várias dimensões da alfabetização e do letramento científico e esteve bastante ligada a método científico, ensino por investigação, aulas experimentais e práticas. As nossas inquietações sobre como compreendiam termo e práticas pedagógicas se confirmaram em parte; acreditamos ter contribuído àqueles docentes que são pouco familiarizados com o tema, assim como aos que o conheciam.Submitted by Rogerio Pereira da Silva (rogerio.pereira.silva@aluno.uepb.edu.br) on 2023-08-06T04:22:37Z No. of bitstreams: 2 DS-Rogério Pereira da Silva.pdf: 4181924 bytes, checksum: d45416ab994c75d48d423c2e8ad46e9b (MD5) Termo de Depósito BDTD.pdf: 207239 bytes, checksum: 5977a5c477c37ba7fcfe208f70ecb010 (MD5)Approved for entry into archive by Jean Medeiros (jeanletras@uepb.edu.br) on 2023-08-07T16:59:05Z (GMT) No. of bitstreams: 2 DS-Rogério Pereira da Silva.pdf: 4181924 bytes, checksum: d45416ab994c75d48d423c2e8ad46e9b (MD5) Termo de Depósito BDTD.pdf: 207239 bytes, checksum: 5977a5c477c37ba7fcfe208f70ecb010 (MD5)Made available in DSpace on 2023-08-10T11:05:39Z (GMT). No. of bitstreams: 2 DS-Rogério Pereira da Silva.pdf: 4181924 bytes, checksum: d45416ab994c75d48d423c2e8ad46e9b (MD5) Termo de Depósito BDTD.pdf: 207239 bytes, checksum: 5977a5c477c37ba7fcfe208f70ecb010 (MD5) Previous issue date: 2023-06-29Fundação de Apoio à Pesquisa do Estado da Paraíba - FAPESQapplication/pdfporUniversidade Estadual da ParaíbaPrograma de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEMUEPBBrasilPró-Reitoria de Pós-Graduação e Pesquisa - PRPGPAlfabetização científicaEnsino de CiênciasPrática de ensinoEDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS BIOLOGICAS::BIOLOGIA GERALCompreensão de professores sobre letramento científico no ensino de Ciências e BiologiaTeachers' understanding of scientific literacy in the teaching of Science and Biologyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1724524240285131466600600600600524871450381110278-4452917836576020174-1634559385931244697info:eu-repo/semantics/embargoedAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPBinstname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBORIGINALDS - Rogério Pereira da Silva.pdfDS - Rogério Pereira da Silva.pdfapplication/pdf4181924http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4709/2/DS+-+Rog%C3%A9rio+Pereira+da+Silva.pdfd45416ab994c75d48d423c2e8ad46e9bMD52Termo de Depósito BDTD.pdfTermo de Depósito BDTD.pdfapplication/pdf207239http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4709/3/Termo+de+Dep%C3%B3sito+BDTD.pdf5977a5c477c37ba7fcfe208f70ecb010MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81960http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4709/1/license.txt6052ae61e77222b2086e666b7ae213ceMD51tede/47092023-08-10 08:06:17.059oai:tede.bc.uepb.edu.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.bc.uepb.edu.br/jspui/PUBhttp://tede.bc.uepb.edu.br/oai/requestbc@uepb.edu.br||opendoar:2023-08-10T11:06:17Biblioteca Digital de Teses e Dissertações da UEPB - Universidade Estadual da Paraíba (UEPB)false |
dc.title.por.fl_str_mv |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
dc.title.alternative.eng.fl_str_mv |
Teachers' understanding of scientific literacy in the teaching of Science and Biology |
title |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
spellingShingle |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia Silva, Rogério Pereira da Alfabetização científica Ensino de Ciências Prática de ensino EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
title_short |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
title_full |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
title_fullStr |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
title_full_unstemmed |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
title_sort |
Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia |
author |
Silva, Rogério Pereira da |
author_facet |
Silva, Rogério Pereira da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Geglio, Paulo César |
dc.contributor.referee1.fl_str_mv |
Dias, Marcia Adelino da Silva |
dc.contributor.referee2.fl_str_mv |
Feitosa, Antônia Arisdélia Fonseca Matias Aguiar |
dc.contributor.authorLattes.fl_str_mv |
https://lattes.cnpq.br/2971663565330857 |
dc.contributor.author.fl_str_mv |
Silva, Rogério Pereira da |
contributor_str_mv |
Geglio, Paulo César Dias, Marcia Adelino da Silva Feitosa, Antônia Arisdélia Fonseca Matias Aguiar |
dc.subject.por.fl_str_mv |
Alfabetização científica Ensino de Ciências Prática de ensino |
topic |
Alfabetização científica Ensino de Ciências Prática de ensino EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
description |
Scientific Literacy/scientific literacy is one of the most important topics for training our students for responsible social action. It involves more than understanding concepts, including the rules of science, its nature and history, interrelationship with society, and a host of other skills. It is considered a goal of contemporary education and one of the objectives of science teaching in the National Common Curricular Base (BNCC). Research has shown weaknesses in the understanding and practice of this theme among professors. Therefore, the general objective of this work was to investigate the understanding of Scientific Literacy defended by Science and Biology teachers of Elementary and High School in state and private public schools in the municipality of Areia-PB. The research is qualitative, exploratory-descriptive. Of 10 urban schools consulted, six were selected, four state public and two private. From them, a sample of 12 teachers with specific training in the area was extracted. A questionnaire with 11 questions, seven open and four closed, was applied to the professors. The answers were transcribed into word and the analysis was carried out using the Content Analysis technique (BARDIN, 1977, 2016; LASSWELL, 1985). From the questions, we established analysis categories and subcategories of the most recurrent expressions in the answers. The data were discussed in the light of literature in the area of literacy and scientific literacy and education documents (AULER and DELIZOICOV, 2001; BNCC, 2017; CHASSOT, 2003, 2018; CUNHA, 2019; FOUREZ, 2005; SHEN, 1975; SHAMOS, 1995; SANTOS and MORTIMER, 2001; SASSERON and CARVALHO, 2008, 2011; among others). Most professors indicated knowing the two terms, accessing it in different ways, with a greater contribution from continuing education, research, own initiative and dialogues with colleagues, and a smaller contribution from graduation and textbooks. The theme is viable at school and informal spaces, but it is not a constant practice and is viewed unsatisfactorily for structural and political-pedagogical reasons. The understanding of the term and form of work is varied; individually it does not encompass the various dimensions of literacy and scientific literacy and was closely linked to the scientific method, teaching by investigation, experimental and practical classes. Our concerns about how they understood the term and pedagogical practices were confirmed in part; we believe we have contributed to those professors who are not very familiar with the subject, as well as those who were familiar with it. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-08-10T11:05:39Z |
dc.date.issued.fl_str_mv |
2023-06-29 |
dc.date.available.fl_str_mv |
2999-12-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Rogério Pereira da. Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia. 2023. 138 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2023. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/4709 |
identifier_str_mv |
SILVA, Rogério Pereira da. Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia. 2023. 138 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2023. |
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http://tede.bc.uepb.edu.br/jspui/handle/tede/4709 |
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Universidade Estadual da Paraíba |
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