A cultura científica e o processo de ensino-aprendizagem nos cursos de licenciatura na Universidade do Estado do Amazonas – UEA

• Autor(a) principal: Segura, Eduardo Alberto das Chagas
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5045
• topic: Cultura científica; Processo ensino-aprendizagem; Educação científica; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Scientific culture; Process teaching-learning; Science education

This research presents the discussion about the topic, scientific culture, in the undergraduate courses of the State University of Amazonas and its general objective is to analyze how the relation of the teaching / learning process between the scientific culture and the undergraduate courses physics, biological sciences and mathematics at this University. The study is based on Vogt (2006), Fernandez (2006), Oleícola (2009), Bauer, Shukla and Allum (2012), Suisso and Galieta (2015), Teixeira (2013), Vilela- Ribeiro e Benite Brandi and Gurgel (2002), Vilanova (2015); among other theorists used by the research. The epistemological perspective of the research is based on StephemToulmin, whose characteristic is to recognize the authority of concepts that depends on historical, social and cultural factors. The methodological course is anchored in a qualitative research that uses the technique of interview with the coordinators of undergraduate courses in physics, biological sciences and mathematics. The students were previously diagnosed using a questionnaire to identify students' perceptions regarding the subject of scientific culture and how scientific culture has been stimulated in the academic environment. Subsequently, a new questionnaire was carried out with the students from the sociodemographic perspective and the attitudes and values that the students possess in relation to the scientific culture. A triangulation of data was performed with the results obtained from the interviews and the questionnaire applied to the students. Thus, the research thesis, "the relationship between scientific culture and the process of teaching learning in undergraduate courses, is not enough to make the future teacher an agent of enculturation", was tested and suggestions and proposals were presented on how to perform a degree course articulated with the scientific culture from the procedural perspective of the teaching-learning relationship.