A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica

• Autor(a) principal: Silva, Núbia Carla de Souza
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9460
• topic: EAD; Biologia; Física; Química; Ensino superior; Biology; Physics; Chemistry; Higher education; EAD; CIENCIAS HUMANAS::EDUCACAO

This research is situated in a scenario marked by several determinations and disputes of interest, and the central research question was: What do the Brazilian scientific productions reveal about the initial distance training of teachers in the area of Natural Sciences? Guided by historical-dialectical materialism (MHD), we aim to explain how the research on distance teacher training from the area of Natural Sciences in Brazil, by means of the formal logic and dialectical logic. This is a theoretical research of bibliographic nature. The data collection procedure started with a state of knowledge, from the collection of scientific articles that discuss the initial distance training of teachers from the area of Natural Sciences, published in journals evaluated as Qualis A1, A2, B1, and B2, in the area of Teaching and Education. A set of data collection was constructed with general and specific data to the object of study. The corpus of this research consists of 31 scientific articles published between 1996 and 2017 and the analysis were made from the given method. In order to understand the logic of knowledge that underlies the scientific articles on Science and teacher training, we refer to the works of Kosik (1976), Kopnin (1978), Lefebvre (1991) and Marx (2013). For the specificities of distance education and the use of technologies in the formation of teachers, we brought the studies of Araújo (2014); Echalar, Pealdoto and Carvalho (2015); Mandeli (2014); Malanchen (2007, 2015); and Peixoto (2011, 2012). And, to contribute to the analysis on Science approach, we based on Andery et al. (1999), Fataliev (1966), Haldane (2000b), Nascimento Jr. (2000) and Vázquez (2011). The analysis of the productions revealed conceptions of teacher education grounded in a formal logic, especially in its reductionist, dichotomic and ahistorical nuances. This is a perceptible fact in the conceptions of teacher formation marked by oscillations of technical and practical rationality in the discussions of the immediate. And in the approach of a Science that dichotomizes theory and practice and that presents itself as a strategy of “innovation” to the improvement of the teaching-learning process of the Natural Sciences. In its contradiction, the recurrence of formal conceptions explicit the absence of a discussion of teaching work as human work – an ontological and science issue as a historical and social production of humanity. Such notes urge us to relate the teacher training to the strong influence that the productive, economic and political system exerts on the education system.