Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3130 |
Resumo: | The present study investigated possible contributions of the Mato Grosso Pantanal context as a potential environment for teaching and learning of scientific concepts in the area of Natural Sciences/Chemistry. For that, a didactic-pedagogical proposal was elaborated and developed for the 9th year of elementary school, where the subject teacher of the research evaluated the teaching stages developed and the learning of concepts that the Pantanal Mato Grosso context provided to the students. For the methodological development of the research and with the purpose of answering the guiding question, we delineated a research with a qualitative exploratory approach, with case study elements, supported fundamentally in the works of Bogdan and Biklen (1994) and Yin (2015). The analyzed sources were the Educational Policy Project of the school, and the didactic work of Sciences for elementary education, denominated Project Araribá. In addition, as a way of triangulating the results, we conducted interviews with the teacher, subject of this research. The theoretical foundation from which this research was structured, is based on the studies on the teaching of Natural Sciences in Brazil elaborated by Krasilchik (1987, 1992, 2000), Auler; Delizoicov (2001), Rosa (2005), Chassot (2006), Untar (2008), among others. In relation to the approach to contextualization, Science, Technology and Society (CTS), we seek support in Brito (2008), Santos and Schnetzler (2010), Santos and Auler (2011). Still, Delizoicov, Angotti and Pernanbuco (2002), contribute with suggestions of pedagogical practices of thematic approaches of the scientific concepts. Discussions about textbooks, their importance for education in Brazil and their theoretical-methodological problems, are approached from studies by Mortimer (1988), Núñez et al. (2003), Turin (2013), and Rocha (2018). The results of the documents analyzed point to converging and dissonant points between the School's Political Pedagogical Project and the chosen textbook. They converge in the contemporary theoretical basis, in the pedagogical proposal that promises an interdisciplinary approach and in the characteristics which focus CTS approach to teaching and learning, but they are dissonant in the application of the evaluation proposal, in the pedagogical proposal that most resembles the multidisciplinary rather than the interdisciplinary approach. in the theoretical basis of teaching with a focus on Science, Technology and Society, suggesting to the school a synchronized rethinking in the categories analyzed. The theoretical reference and the results of the interviews indicate that the Mato Grosso Pantanal has characteristics that make its context propitious to approach the concepts of Natural Sciences/Chemistry in elementary education and present evidence of potential for work in an interdisciplinary perspective of the contents of Chemistry, Physics and Biology. In this sense, the research contributes to the teaching and learning in the elementary school, giving rise to much debated issues, such as theory and practice, but little explored, in relation to the scientific concepts and the context of the students’ experience, in the specific case of the Sciences and the Mato Grosso Pantanal. |
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Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagemEnsino de Ciências NaturaisConceitos químicosPantanal Mato-GrossenseCNPQ::CIENCIAS HUMANAS::EDUCACAOTeaching of Natural SciencesChemical conceptsMato-Grossense PantanalThe present study investigated possible contributions of the Mato Grosso Pantanal context as a potential environment for teaching and learning of scientific concepts in the area of Natural Sciences/Chemistry. For that, a didactic-pedagogical proposal was elaborated and developed for the 9th year of elementary school, where the subject teacher of the research evaluated the teaching stages developed and the learning of concepts that the Pantanal Mato Grosso context provided to the students. For the methodological development of the research and with the purpose of answering the guiding question, we delineated a research with a qualitative exploratory approach, with case study elements, supported fundamentally in the works of Bogdan and Biklen (1994) and Yin (2015). The analyzed sources were the Educational Policy Project of the school, and the didactic work of Sciences for elementary education, denominated Project Araribá. In addition, as a way of triangulating the results, we conducted interviews with the teacher, subject of this research. The theoretical foundation from which this research was structured, is based on the studies on the teaching of Natural Sciences in Brazil elaborated by Krasilchik (1987, 1992, 2000), Auler; Delizoicov (2001), Rosa (2005), Chassot (2006), Untar (2008), among others. In relation to the approach to contextualization, Science, Technology and Society (CTS), we seek support in Brito (2008), Santos and Schnetzler (2010), Santos and Auler (2011). Still, Delizoicov, Angotti and Pernanbuco (2002), contribute with suggestions of pedagogical practices of thematic approaches of the scientific concepts. Discussions about textbooks, their importance for education in Brazil and their theoretical-methodological problems, are approached from studies by Mortimer (1988), Núñez et al. (2003), Turin (2013), and Rocha (2018). The results of the documents analyzed point to converging and dissonant points between the School's Political Pedagogical Project and the chosen textbook. They converge in the contemporary theoretical basis, in the pedagogical proposal that promises an interdisciplinary approach and in the characteristics which focus CTS approach to teaching and learning, but they are dissonant in the application of the evaluation proposal, in the pedagogical proposal that most resembles the multidisciplinary rather than the interdisciplinary approach. in the theoretical basis of teaching with a focus on Science, Technology and Society, suggesting to the school a synchronized rethinking in the categories analyzed. The theoretical reference and the results of the interviews indicate that the Mato Grosso Pantanal has characteristics that make its context propitious to approach the concepts of Natural Sciences/Chemistry in elementary education and present evidence of potential for work in an interdisciplinary perspective of the contents of Chemistry, Physics and Biology. In this sense, the research contributes to the teaching and learning in the elementary school, giving rise to much debated issues, such as theory and practice, but little explored, in relation to the scientific concepts and the context of the students’ experience, in the specific case of the Sciences and the Mato Grosso Pantanal.A presente dissertação investigou possíveis contribuições do contexto do Pantanal Mato- grossense como ambiente potencializador de ensino e aprendizagem de conceitos científicos da área de Ciências Naturais/Química. Para tanto, foi elaborada e desenvolvida uma proposta didático-pedagógica para o 9o ano do ensino fundamental, onde a professora-sujeito da pesquisa, avaliou as etapas de ensino desenvolvidas e a aprendizagem de conceitos que o contexto do Pantanal Mato-Grossense proporcionou aos alunos. Para o desenvolvimento metodológico da pesquisa e com o propósito de responder à questão norteadora, delineamos uma pesquisa com abordagem qualitativa do tipo exploratória, com elementos de estudo de caso, apoiados fundamentalmente nas obras de Bogdan e Biklen (1994) e Yin (2015). As fontes analisadas foram o Projeto Político Pedagógico da escola, e a obra didática de Ciências para o ensino fundamental, denominada Projeto Araribá. Além disso, como forma de triangular os resultados, realizamos entrevistas com a professora, sujeito da pesquisa. A fundamentação teórica a partir da qual esta pesquisa foi estruturada, baseia-se nos estudos sobre o ensino de Ciências Naturais no Brasil elaborados por Krasilchik (1987; 1992; 2000), Auler; Delizoicov (2001), Rosa (2005), Chassot (2006), Untar (2008), dentre outros. Em relação à abordagem da contextualização, Ciência, Tecnologia e Sociedade (CTS), buscamos suporte em Brito (2008), Santos e Schnetzler (2010), Santos e Auler (2011). Ainda, Delizoicov, Angotti e Pernanbuco (2002), contribuem com sugestões de práticas pedagógicas de abordagens temáticas dos conceitos científicos. Discussões sobre os livros didáticos, sua importância para a educação no Brasil e seus problemas teóricos-metodológicos, são abordados a partir de estudos de Mortimer (1988), Núñez et al. (2003), Turin (2013) e Rocha (2018). Os resultados dos documentos analisados apontam pontos convergentes e dissonantes entre o Projeto Político Pedagógico da escola e o livro didático escolhido. Convergem no embasamento teórico contemporâneo, na proposta pedagógica que promete abordagem interdisciplinar e em características de enfoque CTS para o ensino e aprendizagem, mas são dissonantes na aplicação da proposta avaliativa, na proposta pedagógica que mais se assemelha com a abordagem multidisciplinar do que interdisciplinar, e na fundamentação teórica do ensino com enfoque da Ciência, Tecnologia e Sociedade, sugerindo para a escola um repensar sincronizado nas categorias analisadas. O referencial teórico e o resultado das entrevistas apontam que o Pantanal Mato-grossense possui características que fazem seu contexto ser propício para a abordagem dos conceitos de Ciências Naturais/Química no ensino fundamental e apresenta evidências de potencial para o trabalho em uma perspectiva interdisciplinar dos conteúdos de Química, Física e Biologia. Neste sentido, a pesquisa contribui para o ensino e aprendizagem no ensino fundamental fazendo emergir questões muito debatidas, como a teoria e a prática, porém pouco exploradas, em relação aos conceitos científicos e o contexto de vivência dos alunos, no caso específico, das Ciências Naturais e o Pantanal Mato-Grossense.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMello, Irene Cristina dehttp://lattes.cnpq.br/2638382068961952Mello, Irene Cristina de495.976.201-20http://lattes.cnpq.br/2638382068961952Hardoim, Edna Lopes663.553.117-34http://lattes.cnpq.br/7813077353342953495.976.201-20Corrêa, Thiago Henrique Barnabé376.955.548-12http://lattes.cnpq.br/4448159104632472Morigi, Eliane2021-12-20T13:40:57Z2019-05-062021-12-20T13:40:57Z2019-03-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMORIGI, Eliane. Ciências naturais no ensino fundamental: o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem. 2019. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.http://ri.ufmt.br/handle/1/3130porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-12-23T06:01:32Zoai:localhost:1/3130Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-12-23T06:01:32Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
title |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
spellingShingle |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem Morigi, Eliane Ensino de Ciências Naturais Conceitos químicos Pantanal Mato-Grossense CNPQ::CIENCIAS HUMANAS::EDUCACAO Teaching of Natural Sciences Chemical concepts Mato-Grossense Pantanal |
title_short |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
title_full |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
title_fullStr |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
title_full_unstemmed |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
title_sort |
Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem |
author |
Morigi, Eliane |
author_facet |
Morigi, Eliane |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mello, Irene Cristina de http://lattes.cnpq.br/2638382068961952 Mello, Irene Cristina de 495.976.201-20 http://lattes.cnpq.br/2638382068961952 Hardoim, Edna Lopes 663.553.117-34 http://lattes.cnpq.br/7813077353342953 495.976.201-20 Corrêa, Thiago Henrique Barnabé 376.955.548-12 http://lattes.cnpq.br/4448159104632472 |
dc.contributor.author.fl_str_mv |
Morigi, Eliane |
dc.subject.por.fl_str_mv |
Ensino de Ciências Naturais Conceitos químicos Pantanal Mato-Grossense CNPQ::CIENCIAS HUMANAS::EDUCACAO Teaching of Natural Sciences Chemical concepts Mato-Grossense Pantanal |
topic |
Ensino de Ciências Naturais Conceitos químicos Pantanal Mato-Grossense CNPQ::CIENCIAS HUMANAS::EDUCACAO Teaching of Natural Sciences Chemical concepts Mato-Grossense Pantanal |
description |
The present study investigated possible contributions of the Mato Grosso Pantanal context as a potential environment for teaching and learning of scientific concepts in the area of Natural Sciences/Chemistry. For that, a didactic-pedagogical proposal was elaborated and developed for the 9th year of elementary school, where the subject teacher of the research evaluated the teaching stages developed and the learning of concepts that the Pantanal Mato Grosso context provided to the students. For the methodological development of the research and with the purpose of answering the guiding question, we delineated a research with a qualitative exploratory approach, with case study elements, supported fundamentally in the works of Bogdan and Biklen (1994) and Yin (2015). The analyzed sources were the Educational Policy Project of the school, and the didactic work of Sciences for elementary education, denominated Project Araribá. In addition, as a way of triangulating the results, we conducted interviews with the teacher, subject of this research. The theoretical foundation from which this research was structured, is based on the studies on the teaching of Natural Sciences in Brazil elaborated by Krasilchik (1987, 1992, 2000), Auler; Delizoicov (2001), Rosa (2005), Chassot (2006), Untar (2008), among others. In relation to the approach to contextualization, Science, Technology and Society (CTS), we seek support in Brito (2008), Santos and Schnetzler (2010), Santos and Auler (2011). Still, Delizoicov, Angotti and Pernanbuco (2002), contribute with suggestions of pedagogical practices of thematic approaches of the scientific concepts. Discussions about textbooks, their importance for education in Brazil and their theoretical-methodological problems, are approached from studies by Mortimer (1988), Núñez et al. (2003), Turin (2013), and Rocha (2018). The results of the documents analyzed point to converging and dissonant points between the School's Political Pedagogical Project and the chosen textbook. They converge in the contemporary theoretical basis, in the pedagogical proposal that promises an interdisciplinary approach and in the characteristics which focus CTS approach to teaching and learning, but they are dissonant in the application of the evaluation proposal, in the pedagogical proposal that most resembles the multidisciplinary rather than the interdisciplinary approach. in the theoretical basis of teaching with a focus on Science, Technology and Society, suggesting to the school a synchronized rethinking in the categories analyzed. The theoretical reference and the results of the interviews indicate that the Mato Grosso Pantanal has characteristics that make its context propitious to approach the concepts of Natural Sciences/Chemistry in elementary education and present evidence of potential for work in an interdisciplinary perspective of the contents of Chemistry, Physics and Biology. In this sense, the research contributes to the teaching and learning in the elementary school, giving rise to much debated issues, such as theory and practice, but little explored, in relation to the scientific concepts and the context of the students’ experience, in the specific case of the Sciences and the Mato Grosso Pantanal. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-06 2019-03-15 2021-12-20T13:40:57Z 2021-12-20T13:40:57Z |
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 |
MORIGI, Eliane. Ciências naturais no ensino fundamental: o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem. 2019. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. http://ri.ufmt.br/handle/1/3130 |
identifier_str_mv |
MORIGI, Eliane. Ciências naturais no ensino fundamental: o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem. 2019. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. |
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http://ri.ufmt.br/handle/1/3130 |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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