Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/5145 |
Resumo: | This text, linked to the research line on “Chemistry Teaching” in Chemistry Postgraduate Program at the Universidade Federal de Goiás (UFG), aims to investigate whether the supervised practice at Chemistry Certificate course can be developed from the problematizing perspective, comprehending trainees’ conceptions and the practices, together with factors that cooperate or hinder the development of this Chemistry teaching methodology. The issue of critical individual formation is analyzed by the understanding of the problematizing education under the perspective of changes on the theoretical-practical field, on which the future teacher can overcome the perception of a simple contents transmitter and task executor in school background that nowadays is found subdued to capitalist interests. In these terms, according to the theoretical methodological principles of progressive education, the reference to Paulo Freire’s works was used in this study. The research universe was represented by the supervised practice, counting on the students of Teaching Degree and Bachelor Courses of a Superior Teaching Institution (IES) in the state of Goiás, who were studying the fourth and fifth periods of Supervised Practice discipline I and II, in which seventeen trainees who had developed their trainee activities at a school, located in Goiânia, under the teacher supervisor took part. Meetings, discussion groups, recorded and transcribed interviews, logbooks and questionnaires assigned to students and trainees were used for data collection. In this background, the qualitative approach of described and outlined by case study was chosen for permitting to privilege the understanding how the meanings which the events have for the subjects of investigation. The research has revealed that the investigated individuals conceive education as a transmission-reception process as it is established by traditional teaching model. The teaching is based on education bank, in which the teacher stands on superior to the students, on a verticalized position related to the teaching, by depositing uncritical and ahistorical contents in their minds, disconnected from their reality. Those and other conceptions presented by trainees can be present in the own teaching model received by the institution which they are part of, what makes it difficult to promote a change process of reality in other dimensions. However, it was possible to recreate a path towards the critical awareness of involved trainees with degrees of understanding of reality (steps) which mark the approach of conscious formation and the distancing from alienated: The identified degrees were: Naïve awareness, narrow view, restlessness, defensive, enthusiasm, insecurity, pre-reflexion, reflective actions, commitment and critical awareness. In this context, we understand education as locus of essentially political action, where teachers work for or against something, permanent dialogue is fundamental, the pedagogical ‘do’ with and not to the trainees, the collective construction and the political intent of the educational act which are the pillars of pedagogical formation and practice of the professional who may act in Chemistry teaching. In these terms, we suggest the proposal to organize the supervised traineeship from the Problematization as construction of an emancipatory Education by making a critical curriculum which is in accordance with Paulo Freire’s principles, considering the teacher’s pedagogical praxis. |
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Soares, Márlon Herbert Flora Barbosahttp://lattes.cnpq.br/9698540158266610Soares, Márlon Herbert Flora BarbosaMesquita, Nyuara Araújo da SilvaFrancisco Júnior, Wilmo ErnestoRodrigues, Maria Emília de CastroBenite, Cláudio Roberto Machadohttp://lattes.cnpq.br/4843092484953298Leite, Vanessa Carneiro2016-01-21T11:46:26Z2015-09-21LEITE, V. C. Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química. 2015. 256 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/5145This text, linked to the research line on “Chemistry Teaching” in Chemistry Postgraduate Program at the Universidade Federal de Goiás (UFG), aims to investigate whether the supervised practice at Chemistry Certificate course can be developed from the problematizing perspective, comprehending trainees’ conceptions and the practices, together with factors that cooperate or hinder the development of this Chemistry teaching methodology. The issue of critical individual formation is analyzed by the understanding of the problematizing education under the perspective of changes on the theoretical-practical field, on which the future teacher can overcome the perception of a simple contents transmitter and task executor in school background that nowadays is found subdued to capitalist interests. In these terms, according to the theoretical methodological principles of progressive education, the reference to Paulo Freire’s works was used in this study. The research universe was represented by the supervised practice, counting on the students of Teaching Degree and Bachelor Courses of a Superior Teaching Institution (IES) in the state of Goiás, who were studying the fourth and fifth periods of Supervised Practice discipline I and II, in which seventeen trainees who had developed their trainee activities at a school, located in Goiânia, under the teacher supervisor took part. Meetings, discussion groups, recorded and transcribed interviews, logbooks and questionnaires assigned to students and trainees were used for data collection. In this background, the qualitative approach of described and outlined by case study was chosen for permitting to privilege the understanding how the meanings which the events have for the subjects of investigation. The research has revealed that the investigated individuals conceive education as a transmission-reception process as it is established by traditional teaching model. The teaching is based on education bank, in which the teacher stands on superior to the students, on a verticalized position related to the teaching, by depositing uncritical and ahistorical contents in their minds, disconnected from their reality. Those and other conceptions presented by trainees can be present in the own teaching model received by the institution which they are part of, what makes it difficult to promote a change process of reality in other dimensions. However, it was possible to recreate a path towards the critical awareness of involved trainees with degrees of understanding of reality (steps) which mark the approach of conscious formation and the distancing from alienated: The identified degrees were: Naïve awareness, narrow view, restlessness, defensive, enthusiasm, insecurity, pre-reflexion, reflective actions, commitment and critical awareness. In this context, we understand education as locus of essentially political action, where teachers work for or against something, permanent dialogue is fundamental, the pedagogical ‘do’ with and not to the trainees, the collective construction and the political intent of the educational act which are the pillars of pedagogical formation and practice of the professional who may act in Chemistry teaching. In these terms, we suggest the proposal to organize the supervised traineeship from the Problematization as construction of an emancipatory Education by making a critical curriculum which is in accordance with Paulo Freire’s principles, considering the teacher’s pedagogical praxis.A presente tese, vinculada à linha de pesquisa “Ensino de Química” do Programa de Pós-Graduação em Química da Universidade Federal de Goiás (UFG), tem o objetivo de investigar se o estágio supervisionado no curso de licenciatura em Química pode ser desenvolvido a partir da perspectiva problematizadora, compreendendo as concepções e práticas dos estagiários, juntamente com os fatores que colaboram ou dificultam o desenvolvimento dessa metodologia no ensino de Química. A questão da formação crítica dos sujeitos é analisada pela compreensão da educação problematizadora, sob a perspectiva de mudanças no campo teórico-prático em que o futuro professor supere a visão de simples transmissor de conteúdos e executor de tarefas no contexto escolar que atualmente se encontra submetido aos interesses capitalistas. Nesse sentido, seguindo os princípios teóricos-metodológicos da educação progressista, utilizou-se no presente estudo, sobretudo, o referencial emanado das obras de Paulo Freire. O universo da pesquisa foi representado pelo estágio supervisionado contando com os discentes do curso de Licenciatura e Bacharelado de uma Instituição de Ensino Superior (IES) localizada no Estado de Goiás, que cursavam o quarto e quinto períodos nas disciplinas de Estágio Supervisionado I e II. No total participaram 17 estagiários que desenvolveram suas atividades de estágio em uma escola, localizada em Goiânia, sob o acompanhamento da professora supervisora. Para a coleta de dados utilizou-se reuniões, encontros de discussão, entrevistas gravadas e transcritas, diário de bordo e questionários aplicados aos alunos e estagiários. Nesse contexto, a abordagem qualitativa de caráter descritivo e delineado por estudo de caso foi escolhida por permitir privilegiar a compreensão sobre os significados que os acontecimentos têm para os sujeitos da investigação. A pesquisa revelou que os sujeitos investigados concebem a educação como sendo um processo de transmissão-recepção como estabelece o modelo de ensino tradicional. E que o ensino se baseia na educação bancária, em que o professor se coloca em posição superior ao aluno, numa relação verticalizada do ensino, depositando conteúdos acríticos e a-históricos em suas mentes, desvinculados de sua realidade. Essas e outras concepções apresentadas pelos estagiários podem estar presentes no próprio modelo de ensino recebido pela instituição na qual fazem parte, o que dificulta promover um processo de mudança da realidade em outras dimensões. Contudo, foi possível recriar um caminho rumo à conscientização crítica dos estagiários participantes, com graus de compreensão da realidade (degraus) que demarcam a aproximação da formação consciente e o distanciamento da formação alienada. Os degraus identificados foram: consciência ingênua, visão míope, inquietação, defensiva, entusiasmo, insegurança, pré-reflexão, ação refletida, comprometimento e consciência crítica. Neste contexto, compreendemos a educação como lócus de ação essencialmente político, onde os professores atuam a favor ou contra algo, sendo fundamental o diálogo permanente, o fazer pedagógico com e não para os estagiários, a construção coletiva e a intencionalidade política do ato educativo que são os pilares na formação e prática pedagógica do profissional que venha atuar no ensino de Química. Neste sentido, sugerimos a proposta de organizar o estágio supervisionado a partir da Problematização como construção de uma educação emancipatória fazendo um currículo crítico e condizente com os princípios de Paulo Freire, levando em consideração a práxis pedagógica dos professores.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-21T11:45:06Z No. of bitstreams: 2 Tese - Vanessa Carneiro Leite - 2015.pdf: 4946561 bytes, checksum: 01cc857234625a978b45db4d2437e624 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-21T11:46:26Z (GMT) No. of bitstreams: 2 Tese - Vanessa Carneiro Leite - 2015.pdf: 4946561 bytes, checksum: 01cc857234625a978b45db4d2437e624 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2016-01-21T11:46:26Z (GMT). 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dc.title.por.fl_str_mv |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
dc.title.alternative.eng.fl_str_mv |
Paulo Freire’s problematizing education in the perspective of graduated students in Chemistry |
title |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
spellingShingle |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química Leite, Vanessa Carneiro Educação problematizadora Paulo Freire Licenciatura em Química Problematizing education Paulo Freire Degree in Chemistry CIENCIAS EXATAS E DA TERRA::QUIMICA |
title_short |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
title_full |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
title_fullStr |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
title_full_unstemmed |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
title_sort |
Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química |
author |
Leite, Vanessa Carneiro |
author_facet |
Leite, Vanessa Carneiro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Soares, Márlon Herbert Flora Barbosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9698540158266610 |
dc.contributor.referee1.fl_str_mv |
Soares, Márlon Herbert Flora Barbosa |
dc.contributor.referee2.fl_str_mv |
Mesquita, Nyuara Araújo da Silva |
dc.contributor.referee3.fl_str_mv |
Francisco Júnior, Wilmo Ernesto |
dc.contributor.referee4.fl_str_mv |
Rodrigues, Maria Emília de Castro |
dc.contributor.referee5.fl_str_mv |
Benite, Cláudio Roberto Machado |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4843092484953298 |
dc.contributor.author.fl_str_mv |
Leite, Vanessa Carneiro |
contributor_str_mv |
Soares, Márlon Herbert Flora Barbosa Soares, Márlon Herbert Flora Barbosa Mesquita, Nyuara Araújo da Silva Francisco Júnior, Wilmo Ernesto Rodrigues, Maria Emília de Castro Benite, Cláudio Roberto Machado |
dc.subject.por.fl_str_mv |
Educação problematizadora Paulo Freire Licenciatura em Química |
topic |
Educação problematizadora Paulo Freire Licenciatura em Química Problematizing education Paulo Freire Degree in Chemistry CIENCIAS EXATAS E DA TERRA::QUIMICA |
dc.subject.eng.fl_str_mv |
Problematizing education Paulo Freire Degree in Chemistry |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::QUIMICA |
description |
This text, linked to the research line on “Chemistry Teaching” in Chemistry Postgraduate Program at the Universidade Federal de Goiás (UFG), aims to investigate whether the supervised practice at Chemistry Certificate course can be developed from the problematizing perspective, comprehending trainees’ conceptions and the practices, together with factors that cooperate or hinder the development of this Chemistry teaching methodology. The issue of critical individual formation is analyzed by the understanding of the problematizing education under the perspective of changes on the theoretical-practical field, on which the future teacher can overcome the perception of a simple contents transmitter and task executor in school background that nowadays is found subdued to capitalist interests. In these terms, according to the theoretical methodological principles of progressive education, the reference to Paulo Freire’s works was used in this study. The research universe was represented by the supervised practice, counting on the students of Teaching Degree and Bachelor Courses of a Superior Teaching Institution (IES) in the state of Goiás, who were studying the fourth and fifth periods of Supervised Practice discipline I and II, in which seventeen trainees who had developed their trainee activities at a school, located in Goiânia, under the teacher supervisor took part. Meetings, discussion groups, recorded and transcribed interviews, logbooks and questionnaires assigned to students and trainees were used for data collection. In this background, the qualitative approach of described and outlined by case study was chosen for permitting to privilege the understanding how the meanings which the events have for the subjects of investigation. The research has revealed that the investigated individuals conceive education as a transmission-reception process as it is established by traditional teaching model. The teaching is based on education bank, in which the teacher stands on superior to the students, on a verticalized position related to the teaching, by depositing uncritical and ahistorical contents in their minds, disconnected from their reality. Those and other conceptions presented by trainees can be present in the own teaching model received by the institution which they are part of, what makes it difficult to promote a change process of reality in other dimensions. However, it was possible to recreate a path towards the critical awareness of involved trainees with degrees of understanding of reality (steps) which mark the approach of conscious formation and the distancing from alienated: The identified degrees were: Naïve awareness, narrow view, restlessness, defensive, enthusiasm, insecurity, pre-reflexion, reflective actions, commitment and critical awareness. In this context, we understand education as locus of essentially political action, where teachers work for or against something, permanent dialogue is fundamental, the pedagogical ‘do’ with and not to the trainees, the collective construction and the political intent of the educational act which are the pillars of pedagogical formation and practice of the professional who may act in Chemistry teaching. In these terms, we suggest the proposal to organize the supervised traineeship from the Problematization as construction of an emancipatory Education by making a critical curriculum which is in accordance with Paulo Freire’s principles, considering the teacher’s pedagogical praxis. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-09-21 |
dc.date.accessioned.fl_str_mv |
2016-01-21T11:46:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LEITE, V. C. Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química. 2015. 256 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2015. |
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http://repositorio.bc.ufg.br/tede/handle/tede/5145 |
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LEITE, V. C. Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química. 2015. 256 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2015. |
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http://repositorio.bc.ufg.br/tede/handle/tede/5145 |
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Universidade Federal de Goiás |
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Universidade Federal de Goiás |
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