Unidades de ensino potencialmente significativas como estratégia didática para formação de professores dos anos iniciais do ensino fundamental

• Autor(a) principal: Moreira, Elaine Cristina da Silva
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/260
• topic: Aprendizagem significativa; Ensino de ciências; Práticas pedagógicas; CNPQ::CIENCIAS EXATAS E DA TERRA; Meaningful learning; Science teaching; Educational practices

Among the viable alternatives to the mobilization of significant practices focused on the teaching of science in the early years of elementary school, the continuous and permanent training of teachers has occupied a prominence. As a result, this study investigated what the possible contributions are concerning of the use of Potentially Meaningful Teaching Unit (PMTU), for teacher formation as a strategy to raise awareness and support educational practices aimed at significant teaching of science in the early years of elementary school. In this work it was adopted the qualitative research, using the Case Study approach, the Theory of Meaningful Learning of David Ausubel (2003) and the PMTU of Moreira (2012b) as reference. To practice the proposal in training context, broke up a research / practice 15 teachers (sample group), seeking to highlight strengths and weaknesses of the work with teaching of science, as a starting point to reflect and elaborate on partnership (with teachers) a proposal for intervention. The steps of this proposal were gradually being perfected in the course of teaching shares, of which originated the Notebook Guide called "AlfaCiênciAS: Literacy, Science and Meaningful Learning", the end product of this research. In analyzing the data, post intervention - answers coming from the questionnaire, interviews, testimonials, and final productions (PMTU) was found indications that the interventional proposal made some contributions regarding the awareness and subsidies for the research subjects. Among them, there is potential for destabilizing certainties, prompting the teacher to get to know more about what it is intended to teach. However, it also pointed out the need for continuity of the process of action, reflection / in action, with a focus on scientific literacy in order to strengthen the teaching autonomy, guaranteeing security for real and lasting change in practice.