Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3923 |
Resumo: | This research seeks to contribute to the understanding of the Scientific and Pedagogical Knowledge of Teachers who work with Natural Sciences in the final years of Elementary Education in the city of Lucas do Rio Verde - MT, based on experiences lived and narrated by these professionals, considering all their 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 knowledges of Natural Sciences content underlying and teaching teachers, when reporting the teaching they carry out in the final years of Elementary School? For this, it is adopted in a qualitative sphere, the Narrative Research for making it possible to structure a rigorous study, without reductionism, of the experiences of the teachers, in the scope of their professional development, building readings of this formative process of production of the teaching knowledge. The research collaborators are three professors in the discipline of Natural Sciences at Manoel de Barros State School in the city of Lucas do Rio Verde - MT. As for the investigative instruments, it was used: questionnaires, to characterize the participants; and semi-structured interviews recorded in audio. To analyze the field texts, and from there to build the research texts, Discursive Textual Analysis (DTA) was used, as it allows the emergence of new and significant readings of this teaching reality. This research showed that the participants have a good command of the contents: The senses, The human body and the Amazon ecosystems; they did not present any difficulty in intertwining their scientific knowledge and their pedagogical content knowledge, in order to express the intense meanings of their teaching, through their particular way of making scientific content accessible to students and of doing Science Education. The knowledge of the experience was identified as an agent of change from the beginning of the participants' career to the present moment. In order to understand and subsidize more complex and human reflections on the teaching knowledge, it is necessary to further investigate the teachers' narratives, which bring the world of the school and become valuable social narratives for the whole society. |
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Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamentalEducação em ciênciasEnsino fundamentalPesquisa narrativaSaberes docentesCNPQ::CIENCIAS HUMANAS::EDUCACAOScience educationElementary educationNarrative researchTeaching knowledgeThis research seeks to contribute to the understanding of the Scientific and Pedagogical Knowledge of Teachers who work with Natural Sciences in the final years of Elementary Education in the city of Lucas do Rio Verde - MT, based on experiences lived and narrated by these professionals, considering all their 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 knowledges of Natural Sciences content underlying and teaching teachers, when reporting the teaching they carry out in the final years of Elementary School? For this, it is adopted in a qualitative sphere, the Narrative Research for making it possible to structure a rigorous study, without reductionism, of the experiences of the teachers, in the scope of their professional development, building readings of this formative process of production of the teaching knowledge. The research collaborators are three professors in the discipline of Natural Sciences at Manoel de Barros State School in the city of Lucas do Rio Verde - MT. As for the investigative instruments, it was used: questionnaires, to characterize the participants; and semi-structured interviews recorded in audio. To analyze the field texts, and from there to build the research texts, Discursive Textual Analysis (DTA) was used, as it allows the emergence of new and significant readings of this teaching reality. This research showed that the participants have a good command of the contents: The senses, The human body and the Amazon ecosystems; they did not present any difficulty in intertwining their scientific knowledge and their pedagogical content knowledge, in order to express the intense meanings of their teaching, through their particular way of making scientific content accessible to students and of doing Science Education. The knowledge of the experience was identified as an agent of change from the beginning of the participants' career to the present moment. In order to understand and subsidize more complex and human reflections on the teaching knowledge, it is necessary to further investigate the teachers' narratives, which bring the world of the school and become valuable social narratives for the whole society.Esta pesquisa busca contribuir com a compreensão dos Saberes Científicos e Pedagógicos de Conteúdos de professores que laboram Ciências Naturais nos anos finais do Ensino Fundamental na cidade de Lucas do Rio Verde – MT, a partir de experiências vividas e narradas por estes profissionais, considerando todo seu universo formativo, sua trajetória de vida e os saberes que embasam sua docência. Nesse sentido, estrutura-se o problema da pesquisa: como se configuram e se expressam os saberes científicos e pedagógicos de conteúdos de Ciências Naturais subjacentes à docência de professores, ao relatarem o ensino que realizam nos anos finais do Ensino Fundamental? Para isso, adota-se, em uma esfera qualitativa, a Pesquisa Narrativa por possibilitar estruturar um estudo rigoroso, e sem reducionismos, das experiências dos professores, no âmbito de seu desenvolvimento profissional, construindo leituras desse processo formativo de produção do conhecimento docente. Os colaboradores da pesquisa são três professores da disciplina de Ciências Naturais da Escola Estadual Manoel de Barros da cidade de Lucas do Rio Verde - MT. Quanto aos instrumentos investigativos foram utilizados: questionários para caracterizar os participantes; e entrevistas semiestruturadas registradas em áudio. Para analisar os textos de campo, e a partir disso construir os textos de pesquisa foi empregada a Análise Textual Discursiva (ATD), por possibilitar o surgimento de novas e significativas leituras desta realidade docente. Esta pesquisa evidenciou que os participantes possuem bom domínio dos conteúdos: Os sentidos, O corpo humano e Ecossistemas da Amazônia; eles não apresentaram nenhuma dificuldade de entrelaçar seus saberes científicos e seus saberes pedagógicos de conteúdo, de modo a expressar intensas significações de sua docência, por meio do seu modo particular de tornar o conteúdo científico acessível ao estudante e de fazer a Educação em Ciências. Os saberes da experiência foram identificados como agentes de mudanças desde o início da carreira dos participantes até o presente momento. Para compreender e subsidiar reflexões mais complexas e humanas sobre os saberes docentes, faz-se necessário mais investigações acerca das narrativas dos professores, que trazem o mundo da escola e se transformam em narrativas sociais valorosas para toda a sociedade.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoRibeiro, Marcel Thiago Damascenohttp://lattes.cnpq.br/5484650266886844Ribeiro, Marcel Thiago Damasceno691.442.141-20http://lattes.cnpq.br/5484650266886844Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435691.442.141-20Mansilla, Débora Eriléia Pedrotti569.620.701-44http://lattes.cnpq.br/7018286591963865Messias, Glesia Gomes da Costa2023-03-28T17:24:37Z2021-01-282023-03-28T17:24:37Z2020-12-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMESSIAS, Glesia Gomes da Costa. Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental. 2020. 113 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3923porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-01T07:05:07Zoai:localhost:1/3923Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-04-01T07:05:07Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
title |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
spellingShingle |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental Messias, Glesia Gomes da Costa Educação em ciências Ensino fundamental Pesquisa narrativa Saberes docentes CNPQ::CIENCIAS HUMANAS::EDUCACAO Science education Elementary education Narrative research Teaching knowledge |
title_short |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
title_full |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
title_fullStr |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
title_full_unstemmed |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
title_sort |
Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental |
author |
Messias, Glesia Gomes da Costa |
author_facet |
Messias, Glesia Gomes da Costa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ribeiro, Marcel Thiago Damasceno http://lattes.cnpq.br/5484650266886844 Ribeiro, Marcel Thiago Damasceno 691.442.141-20 http://lattes.cnpq.br/5484650266886844 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 691.442.141-20 Mansilla, Débora Eriléia Pedrotti 569.620.701-44 http://lattes.cnpq.br/7018286591963865 |
dc.contributor.author.fl_str_mv |
Messias, Glesia Gomes da Costa |
dc.subject.por.fl_str_mv |
Educação em ciências Ensino fundamental Pesquisa narrativa Saberes docentes CNPQ::CIENCIAS HUMANAS::EDUCACAO Science education Elementary education Narrative research Teaching knowledge |
topic |
Educação em ciências Ensino fundamental Pesquisa narrativa Saberes docentes CNPQ::CIENCIAS HUMANAS::EDUCACAO Science education Elementary education Narrative research Teaching knowledge |
description |
This research seeks to contribute to the understanding of the Scientific and Pedagogical Knowledge of Teachers who work with Natural Sciences in the final years of Elementary Education in the city of Lucas do Rio Verde - MT, based on experiences lived and narrated by these professionals, considering all their 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 knowledges of Natural Sciences content underlying and teaching teachers, when reporting the teaching they carry out in the final years of Elementary School? For this, it is adopted in a qualitative sphere, the Narrative Research for making it possible to structure a rigorous study, without reductionism, of the experiences of the teachers, in the scope of their professional development, building readings of this formative process of production of the teaching knowledge. The research collaborators are three professors in the discipline of Natural Sciences at Manoel de Barros State School in the city of Lucas do Rio Verde - MT. As for the investigative instruments, it was used: questionnaires, to characterize the participants; and semi-structured interviews recorded in audio. To analyze the field texts, and from there to build the research texts, Discursive Textual Analysis (DTA) was used, as it allows the emergence of new and significant readings of this teaching reality. This research showed that the participants have a good command of the contents: The senses, The human body and the Amazon ecosystems; they did not present any difficulty in intertwining their scientific knowledge and their pedagogical content knowledge, in order to express the intense meanings of their teaching, through their particular way of making scientific content accessible to students and of doing Science Education. The knowledge of the experience was identified as an agent of change from the beginning of the participants' career to the present moment. In order to understand and subsidize more complex and human reflections on the teaching knowledge, it is necessary to further investigate the teachers' narratives, which bring the world of the school and become valuable social narratives for the whole society. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-16 2021-01-28 2023-03-28T17:24:37Z 2023-03-28T17:24:37Z |
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 |
MESSIAS, Glesia Gomes da Costa. Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental. 2020. 113 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3923 |
identifier_str_mv |
MESSIAS, Glesia Gomes da Costa. Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental. 2020. 113 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
url |
http://ri.ufmt.br/handle/1/3923 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
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1804648522815897600 |