Práticas curriculares cotidianas e formação de professores de Química na cibercultura

• Autor(a) principal: Farias, Letícia Aires de
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18064
• topic: Multi-referentiality; Cyber-research training; Chemistry Teacher Training; Pheripheries; Multirreferencialidade; Ciberpesquisa-formação; Cotidianos; Formação do Professor de Química; Periferia; CIENCIAS HUMANAS::EDUCACAO

The Daily Curriculum Practices and Chemistry Teacher Training in Cyberculture dissertation aims to understand how the pedagogical practices of Chemistry teachers have been redimensioned from the epidemiological emergency perspective and how the teacher training in Chemistry has been developed in the current scenario. In this sense, the epistemological focus was the bricolage of multi-referential research (ARDOINO, MACEDO) with the everyday life research (SANTOS, E.; SANTOS, R.; ALVES, N.; FERRAÇO) and, as a research method, the cyber-research-training was chosen (SANTOS, E.). In order to understand the contemporary context in which the research is developed, some conversations took place through social medias such as Facebook and/or WhatsApp, so that narratives related to the research 'thinking practitioners' could emerge. At this moment, we seek to emerge the feelings of the world of these practitioners, who are teachers of Basic Education and also students of the discipline of "General Chemistry I", in the first semester of 2020, of the Federal Institute of Education, Science and Technology (IFRJ) in Sarapuí - the field of research -, which is located on the outskirts of Duque de Caxias, in Gramacho. These narratives that emerged in both cases had daily life as the focus of reflection, generating 'knowledge-meanings' about how pedagogical practices can find new meaning even when an epidemiological confrontation is faced. And it is in this sense, in which cyberculture is strengthened, that the texture and construction of knowledge networks are constituted. Therefore, the narratives allow us to understand how the experiences of these daily lives contribute to our formation and the construction of new 'knowing-doing' approaches, thinking about new ways of 'feel-think-hear-live' the world of Education and its complexity and heterogeneity.