O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/8408 |
Resumo: | This research aimed to identify the methodologies and teaching tools used by high school biology teachers in classes focused on the study of Botany. Such an objective arises from the fact that the various works that focus on research into the study of Botany demonstrate that there is difficulty in students' understanding and interest in the area. Furthermore, this scenario is closely related to the presence of teaching methodologies that do little to favor the construction of knowledge, the vast majority of which are based on a traditional teaching and learning perspective. Thus, in seeking to understand the teaching strategies, as well as the challenges inherent to the teaching activity in teaching Botany, qualitative research was applied in this study, using a semi-structured interview as a data collection instrument. The participants were 17 teachers, distributed across 10 schools incorporated in the state network in the city of São José dos Campos – SP. To analyze the data obtained, Category Content Analysis was used. The results obtained indicate that teachers see the importance of diversified strategies for teaching Botany. However, the prevalence of methodologies related to traditional teaching models is more evident. Furthermore, there are different obstacles present in public education that do little to contribute to the continuous and in-depth learning of students in the teaching of Botany, which often go beyond the scope of the teachers' work. It is expected that the results obtained with this work, together with the different discussions brought forward, can collaborate with teaching practices since different ways of diversifying Botany were presented throughout the study with the use of resources and instruments that are often not explored by teachers. |
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2024-02-16T14:52:07Z2024-02-16T14:52:07Z2023https://repositorio.ufms.br/handle/123456789/8408This research aimed to identify the methodologies and teaching tools used by high school biology teachers in classes focused on the study of Botany. Such an objective arises from the fact that the various works that focus on research into the study of Botany demonstrate that there is difficulty in students' understanding and interest in the area. Furthermore, this scenario is closely related to the presence of teaching methodologies that do little to favor the construction of knowledge, the vast majority of which are based on a traditional teaching and learning perspective. Thus, in seeking to understand the teaching strategies, as well as the challenges inherent to the teaching activity in teaching Botany, qualitative research was applied in this study, using a semi-structured interview as a data collection instrument. The participants were 17 teachers, distributed across 10 schools incorporated in the state network in the city of São José dos Campos – SP. To analyze the data obtained, Category Content Analysis was used. The results obtained indicate that teachers see the importance of diversified strategies for teaching Botany. However, the prevalence of methodologies related to traditional teaching models is more evident. Furthermore, there are different obstacles present in public education that do little to contribute to the continuous and in-depth learning of students in the teaching of Botany, which often go beyond the scope of the teachers' work. It is expected that the results obtained with this work, together with the different discussions brought forward, can collaborate with teaching practices since different ways of diversifying Botany were presented throughout the study with the use of resources and instruments that are often not explored by teachers.Esta pesquisa teve como objetivo identificar as metodologias e instrumentos didáticos utilizados por professores de biologia do ensino médio em aulas voltadas ao estudo de Botânica. Tal objetivo decorre do fato de que os vários trabalhos que têm o enfoque na investigação sobre o estudo de Botânica demonstram que há dificuldade na compreensão e interesse dos alunos pela área, e que este cenário está intimamente relacionado à presença de metodologias didáticas que pouco favorecem a construção do conhecimento, sendo essas, em sua grande maioria, pautadas em uma perspectiva tradicional de ensino e aprendizagem. Assim, buscando compreender as estratégias didáticas, bem como os desafios inerentes à atividade docente no ensino da Botânica, utilizou-se neste estudo uma pesquisa qualitativa, tendo como instrumento de coleta de dados uma entrevista semiestruturada. Foram participantes, 17 professores, distribuídos em 10 escolas da rede estadual do município de São José dos Campos – SP. Para análise dos dados obtidos, foi utilizada a Análise de Conteúdo Categorial. Os resultados obtidos indicam que os docentes visualizam a importância de estratégias diversificadas para o ensino de Botânica, entretanto, a prevalência de metodologias relacionadas aos moldes tradicionais de ensino é mais evidente. Ademais, pontuam-se diferentes dificultadores presentes na educação pública que pouco colaboram para uma aprendizagem contínua e aprofundada dos alunos para o ensino de Botânica, os quais muitas vezes ultrapassam o âmbito do trabalho dos docentes. Espera-se que os resultados obtidos com este trabalho, unido às diferentes discussões trazidas, possam colaborar com as práticas docentes, uma vez que se apresentaram ao longo do estudo, diferentes maneiras de se diversificar a Botânica com a utilização de recursos e instrumentos que, muitas vezes, não são explorados pelos professores.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilEstratégias didáticas. Professores de Biologia. Construção do conhecimento.O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADESinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisJucelia Linhares Granemann de MedeirosNATHALIA GABRIELA DE SOUZA CARVALHOinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINALDefesa final revisada_Nathália Gabriela.pdfDefesa final revisada_Nathália Gabriela.pdfapplication/pdf639131https://repositorio.ufms.br/bitstream/123456789/8408/-1/Defesa%20final%20revisada_Nath%c3%a1lia%20Gabriela.pdf26785cc2b31550efccc12a500279dcc6MD5-1123456789/84082024-02-16 10:52:09.177oai:repositorio.ufms.br:123456789/8408Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242024-02-16T14:52:09Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
title |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
spellingShingle |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES NATHALIA GABRIELA DE SOUZA CARVALHO Estratégias didáticas. Professores de Biologia. Construção do conhecimento. |
title_short |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
title_full |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
title_fullStr |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
title_full_unstemmed |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
title_sort |
O ENSINO DE BOTÂNICA NO ENSINO MÉDIO DA REDE ESTADUAL DE SÃO JOSÉ DOS CAMPOS - SP: DESAFIOS E POSSIBILIDADES |
author |
NATHALIA GABRIELA DE SOUZA CARVALHO |
author_facet |
NATHALIA GABRIELA DE SOUZA CARVALHO |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Jucelia Linhares Granemann de Medeiros |
dc.contributor.author.fl_str_mv |
NATHALIA GABRIELA DE SOUZA CARVALHO |
contributor_str_mv |
Jucelia Linhares Granemann de Medeiros |
dc.subject.por.fl_str_mv |
Estratégias didáticas. Professores de Biologia. Construção do conhecimento. |
topic |
Estratégias didáticas. Professores de Biologia. Construção do conhecimento. |
description |
This research aimed to identify the methodologies and teaching tools used by high school biology teachers in classes focused on the study of Botany. Such an objective arises from the fact that the various works that focus on research into the study of Botany demonstrate that there is difficulty in students' understanding and interest in the area. Furthermore, this scenario is closely related to the presence of teaching methodologies that do little to favor the construction of knowledge, the vast majority of which are based on a traditional teaching and learning perspective. Thus, in seeking to understand the teaching strategies, as well as the challenges inherent to the teaching activity in teaching Botany, qualitative research was applied in this study, using a semi-structured interview as a data collection instrument. The participants were 17 teachers, distributed across 10 schools incorporated in the state network in the city of São José dos Campos – SP. To analyze the data obtained, Category Content Analysis was used. The results obtained indicate that teachers see the importance of diversified strategies for teaching Botany. However, the prevalence of methodologies related to traditional teaching models is more evident. Furthermore, there are different obstacles present in public education that do little to contribute to the continuous and in-depth learning of students in the teaching of Botany, which often go beyond the scope of the teachers' work. It is expected that the results obtained with this work, together with the different discussions brought forward, can collaborate with teaching practices since different ways of diversifying Botany were presented throughout the study with the use of resources and instruments that are often not explored by teachers. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023 |
dc.date.accessioned.fl_str_mv |
2024-02-16T14:52:07Z |
dc.date.available.fl_str_mv |
2024-02-16T14:52:07Z |
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.uri.fl_str_mv |
https://repositorio.ufms.br/handle/123456789/8408 |
url |
https://repositorio.ufms.br/handle/123456789/8408 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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Fundação Universidade Federal de Mato Grosso do Sul |
dc.publisher.initials.fl_str_mv |
UFMS |
dc.publisher.country.fl_str_mv |
Brasil |
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Fundação Universidade Federal de Mato Grosso do Sul |
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reponame:Repositório Institucional da UFMS instname:Universidade Federal de Mato Grosso do Sul (UFMS) instacron:UFMS |
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Universidade Federal de Mato Grosso do Sul (UFMS) |
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UFMS |
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https://repositorio.ufms.br/bitstream/123456789/8408/-1/Defesa%20final%20revisada_Nath%c3%a1lia%20Gabriela.pdf |
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Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS) |
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ri.prograd@ufms.br |
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1815448055873273856 |