O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/2805 |
Resumo: | The present master of dissertation has as its theme the study of Natural Sciences teaching in Elementary Years and the curricular organization and aims to investigate which teaching practices can be established for a curricular proposal, in which the teaching of sciences is an articulating component of theories and scientific practices that broaden world views favoring the formation of active and critical citizens. To base this work were brought the contributions of some authors of the area of Natural Sciences as Krasilchik (2000); (2002), Sacristán (2000), Didactics of the Natural Sciences, Geraldo (2009), and Educational Practice, the considerations of Zabala (1998). The field of study was a school in the city of Paço do Lumiar, Maranhão and the methodology was of the type of participant research, because during the research process there was interaction between the subjects surveyed teachers and students of the 5th grade elementary school. As the nature of the research is applied, because there was employment of knowledge in the course of the research. The approach of the study was qualitative and in relation to the specific objectives was exploratory. As a data collection technique, classroom observation, interview with teachers and focus groups with students were used. For data analysis and interpretation, categorization was used, in which it was possible to organize the answers in three categories of analysis for the interpretation of the data in light of the theoretical contributions used, field observations and responses of the interviews were organized in tables to highlight the similarities of the responses. It was noticed during the classes of Natural Sciences that there is predominance of an expositive teaching, in which there is not a concern in the diversification of the activities for the teaching of Sciences, in addition to which the curriculum of Natural Sciences is based predominantly in didactic book. Faced with this reality, in order to contribute to the development of new teaching practices in the teaching of Natural Sciences, the didactic Situation Book was elaborated with themes Natural Sciences for the 5th Elementary School, bringing didactic situations, with objects of knowledge related to the interests of the research subjects, in addition to being aligned with the National Common Base Curricular- BNCC. It is intended to enable the development of students with critical and reflexive postures. |
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SANTOS, Maria José Albuquerque040566803-10http://lattes.cnpq.br/7813056400960470SANTOS, Maria José Albuquerque040566803-10http://lattes.cnpq.br/7813056400960470MARQUES, Clara Virgínia V. C. Oliveirahttp://lattes.cnpq.br/0504326528660511RODRIGUES, Sannya Fernanda Nuneshttp://lattes.cnpq.br/5638131664583072026862203-50http://lattes.cnpq.br/7255107399398484OLIVEIRA, Ana Júlia Viégas Gomes2019-08-06T11:47:42Z2019-04-01OLIVEIRA, Ana Júlia Viégas Gomes. O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental. 2019. 64 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/2805The present master of dissertation has as its theme the study of Natural Sciences teaching in Elementary Years and the curricular organization and aims to investigate which teaching practices can be established for a curricular proposal, in which the teaching of sciences is an articulating component of theories and scientific practices that broaden world views favoring the formation of active and critical citizens. To base this work were brought the contributions of some authors of the area of Natural Sciences as Krasilchik (2000); (2002), Sacristán (2000), Didactics of the Natural Sciences, Geraldo (2009), and Educational Practice, the considerations of Zabala (1998). The field of study was a school in the city of Paço do Lumiar, Maranhão and the methodology was of the type of participant research, because during the research process there was interaction between the subjects surveyed teachers and students of the 5th grade elementary school. As the nature of the research is applied, because there was employment of knowledge in the course of the research. The approach of the study was qualitative and in relation to the specific objectives was exploratory. As a data collection technique, classroom observation, interview with teachers and focus groups with students were used. For data analysis and interpretation, categorization was used, in which it was possible to organize the answers in three categories of analysis for the interpretation of the data in light of the theoretical contributions used, field observations and responses of the interviews were organized in tables to highlight the similarities of the responses. It was noticed during the classes of Natural Sciences that there is predominance of an expositive teaching, in which there is not a concern in the diversification of the activities for the teaching of Sciences, in addition to which the curriculum of Natural Sciences is based predominantly in didactic book. Faced with this reality, in order to contribute to the development of new teaching practices in the teaching of Natural Sciences, the didactic Situation Book was elaborated with themes Natural Sciences for the 5th Elementary School, bringing didactic situations, with objects of knowledge related to the interests of the research subjects, in addition to being aligned with the National Common Base Curricular- BNCC. It is intended to enable the development of students with critical and reflexive postures.A presente dissertação de Mestrado tem como tema de estudo o ensino de Ciências Naturais no Ensino Fundamental Anos Inicias e a organização curricular e visa investigar quais práticas docentes podem ser estabelecidas para uma proposta curricular, em que o ensino de ciências seja componente articulador de teorias e práticas científicas que ampliem visões de mundo favorecendo a formação de cidadãos ativos e críticos. Para fundamentar este trabalho foram trazidas as contribuições de alguns autores da área de Ciências Naturais como Krasilchik (2000); de Currículo, Lopes e Macedo (2002), Sacristán (2000), de Didática das Ciências Naturais, Geraldo (2009) e de Prática educativa as considerações de Zabala (1998). O campo de estudo foi uma escola na cidade de Paço do Lumiar, Maranhão e a metodologia foi do tipo de pesquisa participante, porque durante o processo de pesquisa houve interação entre os sujeitos pesquisados professores e alunos do 5º ano do Ensino Fundamental Anos Iniciais. Quanto a natureza da pesquisa é aplicada, porque houve emprego de conhecimentos no decorrer da pesquisa. A abordagem do estudo foi qualitativa e em relação aos objetivos específicos foi exploratória. Como técnica de coleta de dados utilizou-se a observação em sala de aula, entrevista com professores e grupos focais com alunos. Para análise e interpretação dos dados foi utilizada a categorização, em que foi possível organizar as respostas em três categorias de análise para a interpretação dos dados a luz dos aportes teóricos utilizados, as observações de campo e respostas das entrevistas foram organizadas em quadros para destacar as similaridades das respostas. Foi percebido durante as aulas de Ciências Naturais que há predominância de um ensino expositivo, em que não há uma preocupação na diversificação das atividades para o ensino de Ciências, além do que o currículo de Ciências Naturais é com base predominantemente no livro didático. Diante desta realidade, para contribuir com o desenvolvimento de novas práticas docentes no ensino de Ciências Naturais, foi elaborado o Caderno de Situações didáticas com temas Ciências Naturais para o 5º do Ensino Fundamental Anos Iniciais, trazendo situações didáticas, com objetos de conhecimento relacionados aos interesses dos sujeitos da pesquisa, além de estarem alinhados com a Base nacional Comum Curricular-BNCC. Intenta-se que viabilize o desenvolvimento dos estudantes com posturas críticas e reflexivas.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2019-08-06T11:47:42Z No. of bitstreams: 1 AnaJúliaOliveira.pdf: 8756720 bytes, checksum: 3babbc13774e44934eab65c5745fe32a (MD5)Made available in DSpace on 2019-08-06T11:47:42Z (GMT). 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dc.title.por.fl_str_mv |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
The teaching of natural sciences and the organization of the school curriculum: a study on the teaching practice of teachers of the early years of elementary school |
title |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
spellingShingle |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental OLIVEIRA, Ana Júlia Viégas Gomes Ensino de Ciências Prática docente Organização curricular Teaching of Sciences Teaching practice Curricular organization Ensino-Aprendizagem Currículo |
title_short |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
title_full |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
title_fullStr |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
title_full_unstemmed |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
title_sort |
O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental |
author |
OLIVEIRA, Ana Júlia Viégas Gomes |
author_facet |
OLIVEIRA, Ana Júlia Viégas Gomes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SANTOS, Maria José Albuquerque |
dc.contributor.advisor1ID.fl_str_mv |
040566803-10 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7813056400960470 |
dc.contributor.referee1.fl_str_mv |
SANTOS, Maria José Albuquerque |
dc.contributor.referee1ID.fl_str_mv |
040566803-10 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7813056400960470 |
dc.contributor.referee2.fl_str_mv |
MARQUES, Clara Virgínia V. C. Oliveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0504326528660511 |
dc.contributor.referee3.fl_str_mv |
RODRIGUES, Sannya Fernanda Nunes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5638131664583072 |
dc.contributor.authorID.fl_str_mv |
026862203-50 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7255107399398484 |
dc.contributor.author.fl_str_mv |
OLIVEIRA, Ana Júlia Viégas Gomes |
contributor_str_mv |
SANTOS, Maria José Albuquerque SANTOS, Maria José Albuquerque MARQUES, Clara Virgínia V. C. Oliveira RODRIGUES, Sannya Fernanda Nunes |
dc.subject.por.fl_str_mv |
Ensino de Ciências Prática docente Organização curricular |
topic |
Ensino de Ciências Prática docente Organização curricular Teaching of Sciences Teaching practice Curricular organization Ensino-Aprendizagem Currículo |
dc.subject.eng.fl_str_mv |
Teaching of Sciences Teaching practice Curricular organization |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem Currículo |
description |
The present master of dissertation has as its theme the study of Natural Sciences teaching in Elementary Years and the curricular organization and aims to investigate which teaching practices can be established for a curricular proposal, in which the teaching of sciences is an articulating component of theories and scientific practices that broaden world views favoring the formation of active and critical citizens. To base this work were brought the contributions of some authors of the area of Natural Sciences as Krasilchik (2000); (2002), Sacristán (2000), Didactics of the Natural Sciences, Geraldo (2009), and Educational Practice, the considerations of Zabala (1998). The field of study was a school in the city of Paço do Lumiar, Maranhão and the methodology was of the type of participant research, because during the research process there was interaction between the subjects surveyed teachers and students of the 5th grade elementary school. As the nature of the research is applied, because there was employment of knowledge in the course of the research. The approach of the study was qualitative and in relation to the specific objectives was exploratory. As a data collection technique, classroom observation, interview with teachers and focus groups with students were used. For data analysis and interpretation, categorization was used, in which it was possible to organize the answers in three categories of analysis for the interpretation of the data in light of the theoretical contributions used, field observations and responses of the interviews were organized in tables to highlight the similarities of the responses. It was noticed during the classes of Natural Sciences that there is predominance of an expositive teaching, in which there is not a concern in the diversification of the activities for the teaching of Sciences, in addition to which the curriculum of Natural Sciences is based predominantly in didactic book. Faced with this reality, in order to contribute to the development of new teaching practices in the teaching of Natural Sciences, the didactic Situation Book was elaborated with themes Natural Sciences for the 5th Elementary School, bringing didactic situations, with objects of knowledge related to the interests of the research subjects, in addition to being aligned with the National Common Base Curricular- BNCC. It is intended to enable the development of students with critical and reflexive postures. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-08-06T11:47:42Z |
dc.date.issued.fl_str_mv |
2019-04-01 |
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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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Ana Júlia Viégas Gomes. O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental. 2019. 64 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/2805 |
identifier_str_mv |
OLIVEIRA, Ana Júlia Viégas Gomes. O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental. 2019. 64 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís. |
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https://tedebc.ufma.br/jspui/handle/tede/tede/2805 |
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por |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA |
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UFMA |
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Brasil |
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Universidade Federal do Maranhão |
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