Saberes científicos e pedagógicos de conteúdo de ciências naturais expressos por professores da Escola Estadual Arlete Maria da Silva em Várzea Grande - MT

• Autor(a) principal: Brito, Vilma de Oliveira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4421
• topic: Educação em ciências; Ensino fundamental; Pesquisa narrativa; Saberes docentes; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Science education; Elementary education; Narrative research; Teaching knowledge

This research seeks to contribute to the understanding of the Scientific and Pedagogical Knowledge of Content of Natural Science teachers in the final years of Elementary School at Arlete Maria da Silva School in Várzea Grande - MT, from experiences lived and narrated by four professionals, considering the whole his formative universe, his life trajectory and the knowledge that underlies his teaching. In this sense, the research problem is structured: how are the scientific and pedagogical knowledge of Natural Science contents underlying the teaching of teachers configured and expressed when reporting the teaching they perform in the final years of Elementary School? For this, Narrative Research is adopted, in a qualitative approach, because it focuses on the issues of how individuals teach and learn, without reducing the experiences of teachers, in the context of their professional development, building readings of this formative process of knowledge production. teacher. As for the investigative instruments, the following were used: questionnaires to characterize the participants; and semistructured interviews recorded on video. The interviews were literally transcribed and then textualized, and the participants were identified by code names. To analyze the field texts, and from there, build the research texts, Discursive Textual Analysis (ATD) was used, as it enables the emergence of new and significant readings of this teaching reality. The results show the legitimacy of scientific knowledge in the methodologies of the pedagogical work of all teachers surveyed, however they are used in a reductionist way where supported by literature, they are reproduced as indicated in textbooks, signaling the need to break with common sense. Limiting factor of teaching knowledge in terms of experience knowledge, specific content knowledge, strategic knowledge and pedagogical content knowledge. Thus, it is intended, therefore, with the results obtained from this study, to contribute to the debates for the construction of a professional teaching knowledge base, involving scientific and pedagogical knowledge of Natural Science content to be used in the final years of the Elementary School, in the State of Mato Grosso and in the country.