A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Echalar, Adda Daniela Lima Figueiredohttp://lattes.cnpq.br/3758976350155947Echalar, Adda Daniela Lima FigueiredoPeixoto, JoanaGuimarães, Simone Sendin Moreirahttp://lattes.cnpq.br/5243417566194322Silva, Núbia Carla de Souza2019-04-09T15:54:18Z2019-03-01SILVA, N. C. S. A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica. 2019. 162 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9460This 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.Esta pesquisa se estabelece em uma arena marcada por diversas determinações e disputas de interesse, cuja questão central de investigação foi: o que as produções científicas brasileira revelam sobre a formação inicial a distância de professores da área das Ciências da Natureza? Pautado no método materialista histórico-dialético (MHD) almejamos explicar como se caracterizam as pesquisas sobre formação inicial a distância de professores da área das Ciências da Natureza no Brasil, por meio dos estudos sobre as lógicas formal e dialética. Esta é uma pesquisa teórica, de caráter bibliográfico, cujo procedimento de coleta de dados se iniciou com um estado do conhecimento a partir do levantamento de artigos científicos que versavam sobre a formação inicial a distância de professores das Ciências da Natureza, publicizadas em revistas com Qualis A1, A2, B1 e B2, nas áreas de Educação e Ensino. Foi construída uma matriz de coleta de dados, com dados gerais e específicos ao objeto de estudo. O corpus desta pesquisa é composto por 31 artigos científicos, publicados entre os anos de 1996 e 2017 e sua análise foi realiza a partir do método adotado. No movimento de compreender a lógica de conhecimento que fundamenta a formação de professores e as abordagens de Ciência os artigos científicos nos pautamos nos estudos do método por meio das obras de Kosik (1976), Kopnin (1978), Lefebvre (1991) e Marx (2013). Para as especificidades da educação a distância e do uso de tecnologias na formação de professores nos pautamos nos estudos de Araújo (2014), Echalar; Peixoto e Carvalho (2015), Mandeli (2014), Malanchen (2007; 2015), Peixoto (2011; 2012). E, para contribuir com as análises das abordagens de Ciência, nos fundamentamos em Andery et al. (1999), Fataliev (1966), Haldane (2000b), Nascimento Jr. (2000) e Vázquez (2011). A análise das produções revelou concepções de formação de professores fundamentadas rem em uma lógica formal, em especial, em suas nuances reducionistas, dicotômicas e ahistóricas. Fato perceptível nas concepções de formação de professores marcadas por oscilações de uma racionalidade técnica e prática nas discussões do imediato. E na abordagem de uma Ciência que dicotomiza teoria e prática e que se apresenta como estratégia de “inovação” para melhoria do processo de ensino-aprendizagem das Ciências da Natureza. A recorrência de concepções formais, em sua contradição, explicita a ausência de uma discussão do trabalho docente enquanto trabalho humano – uma questão ontológica e da Ciência enquanto produção histórica e social da humanidade. Tais apontamentos nos impelem a relaciona o processo de formação de professores à forte influência que o sistema produtivo, econômico e político exerce sobre o sistema educacional.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2019-04-09T15:40:28Z No. of bitstreams: 2 Dissertação - Núbia Carla de Souza Silva - 2019.pdf: 2044219 bytes, checksum: 2fd8e9704aa1c2ef5b29c2b38c0386d8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-04-09T15:54:18Z (GMT) No. of bitstreams: 2 Dissertação - Núbia Carla de Souza Silva - 2019.pdf: 2044219 bytes, checksum: 2fd8e9704aa1c2ef5b29c2b38c0386d8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-04-09T15:54:18Z (GMT). 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dc.title.eng.fl_str_mv |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
dc.title.alternative.eng.fl_str_mv |
The initial distance formation of teachers of the Sciences of Nature: formal and dialectical logics as analytical basis |
title |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
spellingShingle |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica Silva, Núbia Carla de Souza EAD Biologia Física Química Ensino superior Biology Physics Chemistry Higher education EAD CIENCIAS HUMANAS::EDUCACAO |
title_short |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
title_full |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
title_fullStr |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
title_full_unstemmed |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
title_sort |
A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica |
author |
Silva, Núbia Carla de Souza |
author_facet |
Silva, Núbia Carla de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Echalar, Adda Daniela Lima Figueiredo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3758976350155947 |
dc.contributor.referee1.fl_str_mv |
Echalar, Adda Daniela Lima Figueiredo |
dc.contributor.referee2.fl_str_mv |
Peixoto, Joana |
dc.contributor.referee3.fl_str_mv |
Guimarães, Simone Sendin Moreira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5243417566194322 |
dc.contributor.author.fl_str_mv |
Silva, Núbia Carla de Souza |
contributor_str_mv |
Echalar, Adda Daniela Lima Figueiredo Echalar, Adda Daniela Lima Figueiredo Peixoto, Joana Guimarães, Simone Sendin Moreira |
dc.subject.por.fl_str_mv |
EAD Biologia Física Química Ensino superior |
topic |
EAD Biologia Física Química Ensino superior Biology Physics Chemistry Higher education EAD CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Biology Physics Chemistry Higher education EAD |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-04-09T15:54:18Z |
dc.date.issued.fl_str_mv |
2019-03-01 |
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.citation.fl_str_mv |
SILVA, N. C. S. A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica. 2019. 162 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/9460 |
identifier_str_mv |
SILVA, N. C. S. A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica. 2019. 162 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2019. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/9460 |
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por |
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por |
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8628247000970657879 |
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600 600 600 600 |
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2075167498588264571 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
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Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/5f1b1d65-832e-4a4f-9de3-c339b499136d/download http://repositorio.bc.ufg.br/tede/bitstreams/94fbdb9e-832c-4c6a-bcdc-379b5d5dd5d0/download http://repositorio.bc.ufg.br/tede/bitstreams/e46b2c4e-ed54-4c1d-ac5a-8bb43489902a/download http://repositorio.bc.ufg.br/tede/bitstreams/af9b8d4f-08f8-4f91-85a3-8e0da38f881f/download http://repositorio.bc.ufg.br/tede/bitstreams/4609db34-170a-4085-8803-075b5da0c4cd/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e 2fd8e9704aa1c2ef5b29c2b38c0386d8 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044380029779968 |