Planning teaching actions and teaching through research: possible connections

• Autor(a) principal: Hachiya, Jefferson Sussumu Aguiar
• Data de Publicação: 2022
• Outros Autores: Broietti, Fabiele Cristiane Dias, Passos, Marinez Meneghello
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Amazônia (Universidade Federal do Pará. Online)
• Texto Completo: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/12295
• topic: Science teaching; teaching through research; teaching actions, planning; Ensino de ciências; ensino por pesquisa; ações docentes, planejamento

This research seeks to evidence possible connections between the planned teaching actions and the assumptions of Teaching through Research. To achieve this goal, the research corpus was taken as the lesson plans developed by a group of three teachers responsible for the development of a curriculum component, which had as its main goal to provide students from a class of integrated technical education to high school, the experience of scientific research. The data were structured from the textual discourse analysis, assuming as categories of analysis the three moments proposed, namely: i) the problematization; ii) the work methodology; iii) the evaluation of teaching and learning. Through the analyses, it was possible to verify that the problematization moment was present in the lesson plans since the beginning of the development of the curricular component, since the teaching actions were based on the intentional curriculum, on the student's personal, academic, cultural and social knowledge, and the problematic situations within the STS approach. Regarding the second moment, of work methodology, we verified the proposition of teaching activities that prioritized the dialogue and the constant exchange of the leading role between teachers and students. For the third moment, diversified evaluative situations were foreseen that showed signs of student learning throughout the course execution. Given the results, we conclude that the three moments, when used to plan a curricular component, can help in the teaching and learning processes, providing the scientific development of students based on their protagonist. Thus, we understand that planning, in this dimension, consists of proposing actions that prioritize activities that consider student learning as the main objective, rather than planning only to meet bureaucratic requirements.