A aula de campo : espaço de formação inicial de professores de Ciências/Biologia

• Autor(a) principal: Trevisan, Inês
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5109
• topic: Formação de professores de ciências; Aula de campo; Grupo colaborativo; Espaços socioambientais; Educação científica; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Science teacher training; Field classes; Collaborative group; Social and environmental spaces; Science education

ABSTRACT: This study aimed at investigating the formation process of a collaborative group in initial Science/Biology training engaged in the preparation and execution of field classes with primary education students. The research used a qualitative approach associated with collaborative studies, in which the action became the object of research, subsidizing the production of knowledge over itself. Two distinct steps were undertaken. The first began with a preliminary investigation, basing theoretical perspectives that supported the interpretation carried out, covering two aspects, which are: Teacher Training involving reflective processes considered professional knowledge mobilizers and, Field Classes involving Science Education from the perspective of training towards citizenship. With this theoretical framework, it was possible to build the perception that field classes, for the purpose of teacher training, is related to a dynamic competence in which the individual is an actor in the process, being a result of personal and collective thinking of the practice, when submitted to initiation to teaching involving a collaborative working group. The second step occurred with the process of research and training relating to reflective actions, with nine undergraduate students of Natural Sciences/Biology, at UEPA Altamira Campus, Pará, composing a collaborative working group that was formed on August 2012 and lasted until May 2013, and which required the construction of a single procedural framework in which the group became the theme underlying the training process, with theoretical and practical discussions and the definition of actions involving field classes for students in primary education. Recordings of meetings and record in research journals composed the strategies in the process of triangulation of empirical data, bringing together analyzable information from both the individual and the collective context. The summary and conclusions were produced from a discursive textual analysis, involving three steps: unitarization, categorization and production of the metatext to understand the dynamics involved. The results showed, among other things, that field classes in initial training, having collaboration as its central theme, can anchor the production of teaching knowledge, related to the educational dimensions of science education and communication attitudes among peers, in order to overcome problem situations and dilemmas through collective reflections with possibilities of conducting differentiated practices in schools. In general, the challenges, relevant to field classes in the school context were related to costs, weakness of collaborative work in schools, limitations on epistemological aspects related to science, content and methodology, and also facing school and field disruption. Regarding conception, field classes progressed into an evolutionary model that reflected upon a more participatory and investigative teaching practice. This research points out the need of thinking of full access to information straight from the field as a condition for exercising citizenship. Thus, Science/Biology field classes, as subjects, needs more discussion, improvements and research, both in primary education and higher education. In order to consolidate knowledge in the field under study, it is necessary to carry out other investigations focused on the same subject matter in different contexts and levels of education.