Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano

Detalhes bibliográficos
Autor(a) principal: Cardoso, Lívia de Rezende
Data de Publicação: 2009
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/4796
Resumo: It was from the interaction among scientific, economic and technological development wich involved social implications that an important pedagogical movement appeared called Science Technology and Society. From this, the teaching of Sciences switched the phase where its contents were presented as something neutral, ready and unchanged, to be understood as process, as construction human being. In this perspective, it is fundamental to think about a scientific learning relate to the reality where student is inserted, respecting its particularitities and ways to read the world. These reflections coincide with estimated ones of the movement For an Field Education. This movement that becomes known from 1997, defends a school of the field as a place that produces knowledge from the direct relation with the culture that the citizens establish between itself and the way where they live. Therefore, this research searched to investigate where measured the context dimensions they are developed in the lessons of Sciences in field schools of hinterland of Sergipe. These considerations announce a qualitative methodology boarding in the present inquiry, that had as tools of data: interview and questionnaire that had been used next to the professors of Sciences in the Field schools of 5ª 8ª series of basic education. They were interrogate them how much practical pedagogical: how they are developed, if they approach contents with the problematic place, which strategies are used to supply some deficiencies in case that they present, that resources they are used to help in its lessons and the which contents they attribute a well-taken care of greater approaching, due to the fact to be more difficult to teach or to be learned for the pupils. One evidenced that the searched professors know the main problems faced for the pupils - misery, precarious conditions of life, type and conditions of work. However, the majority of them has a vision that it does not surpass of the common sense around this reality, does not reflect on what they see and they need to deal in the daily pertaining to school. Moreover, they had demonstrated that they possess a certain level of knowledge concerning the importance of the pupils of the field to be taught scientifically. Some know only the acceptable one to be professors of a public with as many necessities of emancipation. Others seem to evaluate the well-taken care of context of them with and proximity. In the same way, some had given more superficial reasons for this necessity of if Sciences teaching, of only personal reach. Already others had brought more global examples, involving sociocultural aspects and politicians in determined situations. This makes them to question how much to the initial formation received by these professors. The licenciatura courses are configured in order not to hold the necessities of the education of the field, being formed professional deficient to act in the biggest demand of schools
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spelling Cardoso, Lívia de Rezendehttp://lattes.cnpq.br/6081464792679788Araujo, Maria Inêz Oliveirahttp://lattes.cnpq.br/51664756645996942017-09-26T17:49:33Z2017-09-26T17:49:33Z2009-02-16CARDOSO, Lívia de Rezende. Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano. 2009. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009.https://ri.ufs.br/handle/riufs/4796It was from the interaction among scientific, economic and technological development wich involved social implications that an important pedagogical movement appeared called Science Technology and Society. From this, the teaching of Sciences switched the phase where its contents were presented as something neutral, ready and unchanged, to be understood as process, as construction human being. In this perspective, it is fundamental to think about a scientific learning relate to the reality where student is inserted, respecting its particularitities and ways to read the world. These reflections coincide with estimated ones of the movement For an Field Education. This movement that becomes known from 1997, defends a school of the field as a place that produces knowledge from the direct relation with the culture that the citizens establish between itself and the way where they live. Therefore, this research searched to investigate where measured the context dimensions they are developed in the lessons of Sciences in field schools of hinterland of Sergipe. These considerations announce a qualitative methodology boarding in the present inquiry, that had as tools of data: interview and questionnaire that had been used next to the professors of Sciences in the Field schools of 5ª 8ª series of basic education. They were interrogate them how much practical pedagogical: how they are developed, if they approach contents with the problematic place, which strategies are used to supply some deficiencies in case that they present, that resources they are used to help in its lessons and the which contents they attribute a well-taken care of greater approaching, due to the fact to be more difficult to teach or to be learned for the pupils. One evidenced that the searched professors know the main problems faced for the pupils - misery, precarious conditions of life, type and conditions of work. However, the majority of them has a vision that it does not surpass of the common sense around this reality, does not reflect on what they see and they need to deal in the daily pertaining to school. Moreover, they had demonstrated that they possess a certain level of knowledge concerning the importance of the pupils of the field to be taught scientifically. Some know only the acceptable one to be professors of a public with as many necessities of emancipation. Others seem to evaluate the well-taken care of context of them with and proximity. In the same way, some had given more superficial reasons for this necessity of if Sciences teaching, of only personal reach. Already others had brought more global examples, involving sociocultural aspects and politicians in determined situations. This makes them to question how much to the initial formation received by these professors. The licenciatura courses are configured in order not to hold the necessities of the education of the field, being formed professional deficient to act in the biggest demand of schoolsFoi a partir da interação entre desenvolvimento científico, econômico e tecnológico com as implicações sociais envolvidas que surgiu um importante movimento pedagógico denominado Ciência, Tecnologia e Sociedade. A partir disso, o ensino de Ciências passou da fase em que apresentava seus conteúdos como algo neutro, pronto e imutável, para ser entendido como processo, como construção humana. Nessa perspectiva, é fundamental pensar numa alfabetização científica ligada à realidade em que o educando está inserido, respeitando suas especificidades e modos de ler o mundo. Reflexões essas que coincidem com os pressupostos do movimento Por uma Educação do Campo. Surgido a partir de 1997, esse movimento defende uma escola do campo como um lugar em que se produz o conhecimento a partir da relação direta com a cultura que os sujeitos estabelecem entre si e com o meio onde vivem. Portanto, essa pesquisa buscou investigar em que medida as dimensões recontextualizadoras são desenvolvidas nas aulas de Ciências em escolas do campo do sertão sergipano. Essas considerações prenunciam uma abordagem metodológica qualitativa na presente investigação, que teve como ferramentas de dados: entrevista e questionário junto aos professores de Ciências de 5ª a 8ª séries do ensino fundamental dessas escolas. Objetivou-se interrogálos quanto às suas práticas pedagógicas: de que maneira elas são desenvolvidas, se abordam conteúdos com a problemática local, quais estratégias são utilizadas para suprir algumas deficiências caso apresentem, que recursos eles se valem para ajudar em suas aulas e a quais conteúdos eles atribuem um maior cuidado ao abordar, devido ao fato de serem mais difíceis para ensinar ou de serem aprendidos pelos alunos. Constatou-se que os professores pesquisados conhecem os principais problemas enfrentados pelos alunos miséria, condições precárias de vida, tipo e condições de trabalho. No entanto, a maioria tem uma visão que não supera a do senso comum em torno dessa realidade, não refletem sobre aquilo que vêem e precisam lidar no cotidiano escolar. Além disso, demonstraram possuir um certo nível de conhecimento acerca da importância de os alunos do campo serem alfabetizados cientificamente. Entretanto, alguns conhecem apenas o aceitável para ser professor de um público com tantas necessidades de emancipação. Outros parecem avaliar o contexto dos alunos com mais cuidado e proximidade. Da mesma forma, alguns deram razões mais superficiais para essa necessidade de se ensinar Ciências, de alcance apenas pessoal. Enquanto outros trouxeram exemplos mais globais, envolvendo aspctos socioculturais e políticos em determinadas situaçes. Isso nos faz questionar quanto à formação inicial recebida por esses professores, visto que os cursos de licenciatura configuram-se de modo a não comportar as necessidades da educação do campo, formando profissionais deficientes para atuar na maior demanda de escolas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBREducação do campoEnsino de ciênciasRecontextualizaçãoField educationCiences teachingRecontextualisationCNPQ::CIENCIAS HUMANAS::EDUCACAOProcessos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipanoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALLIVIA_REZENDE_CARDOSO.pdfapplication/pdf2619753https://ri.ufs.br/jspui/bitstream/riufs/4796/1/LIVIA_REZENDE_CARDOSO.pdf557382832b9a81b900655f3956de030cMD51TEXTLIVIA_REZENDE_CARDOSO.pdf.txtLIVIA_REZENDE_CARDOSO.pdf.txtExtracted texttext/plain370791https://ri.ufs.br/jspui/bitstream/riufs/4796/2/LIVIA_REZENDE_CARDOSO.pdf.txt7756f3981f412366bb35fde9d154fe1aMD52THUMBNAILLIVIA_REZENDE_CARDOSO.pdf.jpgLIVIA_REZENDE_CARDOSO.pdf.jpgGenerated Thumbnailimage/jpeg1244https://ri.ufs.br/jspui/bitstream/riufs/4796/3/LIVIA_REZENDE_CARDOSO.pdf.jpgc5d72c630f9e9f96243da9821b76d20fMD53riufs/47962017-11-24 20:19:26.144oai:ufs.br:riufs/4796Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T23:19:26Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
title Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
spellingShingle Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
Cardoso, Lívia de Rezende
Educação do campo
Ensino de ciências
Recontextualização
Field education
Ciences teaching
Recontextualisation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
title_full Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
title_fullStr Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
title_full_unstemmed Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
title_sort Processos de recontextualização no ensino de Ciências da escola do campo: a visão de professores do sertão sergipano
author Cardoso, Lívia de Rezende
author_facet Cardoso, Lívia de Rezende
author_role author
dc.contributor.author.fl_str_mv Cardoso, Lívia de Rezende
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6081464792679788
dc.contributor.advisor1.fl_str_mv Araujo, Maria Inêz Oliveira
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5166475664599694
contributor_str_mv Araujo, Maria Inêz Oliveira
dc.subject.por.fl_str_mv Educação do campo
Ensino de ciências
Recontextualização
topic Educação do campo
Ensino de ciências
Recontextualização
Field education
Ciences teaching
Recontextualisation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Field education
Ciences teaching
Recontextualisation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description It was from the interaction among scientific, economic and technological development wich involved social implications that an important pedagogical movement appeared called Science Technology and Society. From this, the teaching of Sciences switched the phase where its contents were presented as something neutral, ready and unchanged, to be understood as process, as construction human being. In this perspective, it is fundamental to think about a scientific learning relate to the reality where student is inserted, respecting its particularitities and ways to read the world. These reflections coincide with estimated ones of the movement For an Field Education. This movement that becomes known from 1997, defends a school of the field as a place that produces knowledge from the direct relation with the culture that the citizens establish between itself and the way where they live. Therefore, this research searched to investigate where measured the context dimensions they are developed in the lessons of Sciences in field schools of hinterland of Sergipe. These considerations announce a qualitative methodology boarding in the present inquiry, that had as tools of data: interview and questionnaire that had been used next to the professors of Sciences in the Field schools of 5ª 8ª series of basic education. They were interrogate them how much practical pedagogical: how they are developed, if they approach contents with the problematic place, which strategies are used to supply some deficiencies in case that they present, that resources they are used to help in its lessons and the which contents they attribute a well-taken care of greater approaching, due to the fact to be more difficult to teach or to be learned for the pupils. One evidenced that the searched professors know the main problems faced for the pupils - misery, precarious conditions of life, type and conditions of work. However, the majority of them has a vision that it does not surpass of the common sense around this reality, does not reflect on what they see and they need to deal in the daily pertaining to school. Moreover, they had demonstrated that they possess a certain level of knowledge concerning the importance of the pupils of the field to be taught scientifically. Some know only the acceptable one to be professors of a public with as many necessities of emancipation. Others seem to evaluate the well-taken care of context of them with and proximity. In the same way, some had given more superficial reasons for this necessity of if Sciences teaching, of only personal reach. Already others had brought more global examples, involving sociocultural aspects and politicians in determined situations. This makes them to question how much to the initial formation received by these professors. The licenciatura courses are configured in order not to hold the necessities of the education of the field, being formed professional deficient to act in the biggest demand of schools
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