SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089 |
Resumo: | Considering the specificities and the implications of the narratives of three teachers, as well as the particularities of their pedagogical action in the light of the school context, in order to investigate evidence from the area of Natural Sciences in the midst of pedagogical practice, we sought to analyze, to reflect and to discuss the possibilities triggered by them for access to scientific culture to students since the beginning of the schooling process. Data were collected by observation and subsequent transcription in a logbook, beyond the application of a questionnaire analyzed in the qualitative bias of phenomenological-hermeneutic research. In this sense, it is pointed out that although there is a consensus regarding the importance of teaching Natural Sciences at the beginning of the schooling process, there is limited evidence of science both in the teachers' narrative and during the observation period of the classes. Is necessary that this discussion permeates the processes of initial and continuing teacher education, and that it be contemplated in an articulated manner to the BNCC. |
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SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOINGO ENSINO DE CIÊNCIAS: ESPECIFICIDADES PEDAGÓGICAS ENTRE O DIZER E O FAZERCiências da Natureza. Anos iniciais do Ensino Fundamental. Formação Docente.Natural Sciences. Early years of elementary school. Teacher Education.Natural SciencesEarly years of elementary schoolTeacher EducationConsidering the specificities and the implications of the narratives of three teachers, as well as the particularities of their pedagogical action in the light of the school context, in order to investigate evidence from the area of Natural Sciences in the midst of pedagogical practice, we sought to analyze, to reflect and to discuss the possibilities triggered by them for access to scientific culture to students since the beginning of the schooling process. Data were collected by observation and subsequent transcription in a logbook, beyond the application of a questionnaire analyzed in the qualitative bias of phenomenological-hermeneutic research. In this sense, it is pointed out that although there is a consensus regarding the importance of teaching Natural Sciences at the beginning of the schooling process, there is limited evidence of science both in the teachers' narrative and during the observation period of the classes. Is necessary that this discussion permeates the processes of initial and continuing teacher education, and that it be contemplated in an articulated manner to the BNCC. Considerando as especificidades e as implicações das narrativas de três professoras, bem como as particularidades da ação pedagógica destas à luz do contexto escolar, no intuito de averiguar indícios da área das Ciências da Natureza em meio à prática pedagógica, buscou-se analisar, refletir e discutir sobre as possibilidades desencadeadas por estas para o acesso à cultura científica aos alunos desde o início do processo de escolarização. Os dados foram coletados por meio da observação e posterior transcrição em um diário de bordo, além da aplicação de um questionário analisado no viés qualitativo da pesquisa fenomenológico-hermenêutica. Nesse sentido, pontua-se que apesar de haver um consenso em relação a importância do ensino de Ciências da Natureza no início do processo de escolarização, evidencia-se limitados indícios de Ciências tanto na narrativa das professoras quanto durante o período de observação das aulas. É necessário que esta discussão permeie os processos de formação de professores, e que a mesma seja contemplada de forma articulada à BNCC.Universidade Federal de Mato Grosso (UFMT)2020-12-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1108910.26571/reamec.v8i3.11089 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 3 (2020): Setembro a dezembro de 2020 ; 692-712REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 3 (2020): Setembro a dezembro de 2020 ; 692-712REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 3 (2020): Setembro a dezembro de 2020 ; 692-7122318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/7778https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8899https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8898https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8900https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8746https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8901Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessKurz, Débora Luana Bedin, EvertonGroenwald, Claudia Lisete Oliveira 2021-01-02T19:18:11Zoai:periodicoscientificos.ufmt.br:article/11089Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2021-01-02T19:18:11Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING O ENSINO DE CIÊNCIAS: ESPECIFICIDADES PEDAGÓGICAS ENTRE O DIZER E O FAZER |
title |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
spellingShingle |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING Kurz, Débora Luana Ciências da Natureza. Anos iniciais do Ensino Fundamental. Formação Docente. Natural Sciences. Early years of elementary school. Teacher Education. Natural Sciences Early years of elementary school Teacher Education |
title_short |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
title_full |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
title_fullStr |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
title_full_unstemmed |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
title_sort |
SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING |
author |
Kurz, Débora Luana |
author_facet |
Kurz, Débora Luana Bedin, Everton Groenwald, Claudia Lisete Oliveira |
author_role |
author |
author2 |
Bedin, Everton Groenwald, Claudia Lisete Oliveira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Kurz, Débora Luana Bedin, Everton Groenwald, Claudia Lisete Oliveira |
dc.subject.por.fl_str_mv |
Ciências da Natureza. Anos iniciais do Ensino Fundamental. Formação Docente. Natural Sciences. Early years of elementary school. Teacher Education. Natural Sciences Early years of elementary school Teacher Education |
topic |
Ciências da Natureza. Anos iniciais do Ensino Fundamental. Formação Docente. Natural Sciences. Early years of elementary school. Teacher Education. Natural Sciences Early years of elementary school Teacher Education |
description |
Considering the specificities and the implications of the narratives of three teachers, as well as the particularities of their pedagogical action in the light of the school context, in order to investigate evidence from the area of Natural Sciences in the midst of pedagogical practice, we sought to analyze, to reflect and to discuss the possibilities triggered by them for access to scientific culture to students since the beginning of the schooling process. Data were collected by observation and subsequent transcription in a logbook, beyond the application of a questionnaire analyzed in the qualitative bias of phenomenological-hermeneutic research. In this sense, it is pointed out that although there is a consensus regarding the importance of teaching Natural Sciences at the beginning of the schooling process, there is limited evidence of science both in the teachers' narrative and during the observation period of the classes. Is necessary that this discussion permeates the processes of initial and continuing teacher education, and that it be contemplated in an articulated manner to the BNCC. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089 10.26571/reamec.v8i3.11089 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089 |
identifier_str_mv |
10.26571/reamec.v8i3.11089 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/7778 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8899 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8898 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8900 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8746 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089/8901 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 3 (2020): Setembro a dezembro de 2020 ; 692-712 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 3 (2020): Setembro a dezembro de 2020 ; 692-712 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 3 (2020): Setembro a dezembro de 2020 ; 692-712 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174816362463232 |