Abordagem contextual no âmbito do processo formativo do PIBID
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5123 |
Resumo: | The specific literature of science teaching has been discussing several trends and strategies in the search for an improvement in the quality of teaching, to highlight the insertion of the History of Science (HC) in the context of the classroom. In HC's perspective, the Contextual Approach, whose basic principle deals with the incorporation of theoretical and epistemological constructs as a perspective to teach science, gains a projection. Considering the importance of these ideas for the area, this work had as objective, to investigate the contributions of AC in the learning of the undergraduates inserted in the Programa Institucional de Iniciação à Docência (PIBID). Based on this, it was sought to perceive the epistemological change on History of Science from the speeches of the students in the scope of the developed activities. This research was carried out by means of an accompaniment in a group linked to the PIBID / Chemistry subproject of a IES of the agreste sergipano, whose discussions were related to the investigation of historical episodes on certain chemical concepts. Therefore, the methodology that approximates this study is the Focus Group, which allowed the collection of data and particularities of information about the configuration of the contextual approach in this formative stage. As the meetings progressed, it was noticed that the undergraduates sought to explore certain historical episodes for the construction of concepts and insertion of these into instructional proposals, based on the solution of problem situations proposed by their trainer during the beginning of the actions in PIBID. However, although the work evidences the appropriation of students with more elaborate ideas about science and the nature of science - thus showing the contribution of the HC in this process, as regards the approach used by the licenciandos in their materials - the proposal still Distances itself in some aspects from the theoretical ideas defended by the AC and end up in distortions in the work in History of Science. Therefore, the results indicate that there may be confusion in undergraduates conceptions regarding the process of science elaboration (sometimes they defend aspects of NdC, sometimes they fall into outdated perspectives), which ended up being reflected in their didactic materials and allowed a distancing of the instructional proposal Elaborated with those presented by theoretical references. In this case, it is possible to reflect that the acquisition of new knowledge would not guarantee its application in the classroom. Even so, the actions developed together with these students are configured as proposals that are being produced, and therefore, contribute to their training as future teachers. |
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Reis, Nirly Araujo dosSilva, Erivanildo Lopes dahttp://lattes.cnpq.br/41067557650695882017-09-26T18:15:05Z2017-09-26T18:15:05Z2017-02-23REIS, Nirly Araujo dos. Abordagem contextual no âmbito do processo formativo do PIBID. 2017. 142 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017.https://ri.ufs.br/handle/riufs/5123The specific literature of science teaching has been discussing several trends and strategies in the search for an improvement in the quality of teaching, to highlight the insertion of the History of Science (HC) in the context of the classroom. In HC's perspective, the Contextual Approach, whose basic principle deals with the incorporation of theoretical and epistemological constructs as a perspective to teach science, gains a projection. Considering the importance of these ideas for the area, this work had as objective, to investigate the contributions of AC in the learning of the undergraduates inserted in the Programa Institucional de Iniciação à Docência (PIBID). Based on this, it was sought to perceive the epistemological change on History of Science from the speeches of the students in the scope of the developed activities. This research was carried out by means of an accompaniment in a group linked to the PIBID / Chemistry subproject of a IES of the agreste sergipano, whose discussions were related to the investigation of historical episodes on certain chemical concepts. Therefore, the methodology that approximates this study is the Focus Group, which allowed the collection of data and particularities of information about the configuration of the contextual approach in this formative stage. As the meetings progressed, it was noticed that the undergraduates sought to explore certain historical episodes for the construction of concepts and insertion of these into instructional proposals, based on the solution of problem situations proposed by their trainer during the beginning of the actions in PIBID. However, although the work evidences the appropriation of students with more elaborate ideas about science and the nature of science - thus showing the contribution of the HC in this process, as regards the approach used by the licenciandos in their materials - the proposal still Distances itself in some aspects from the theoretical ideas defended by the AC and end up in distortions in the work in History of Science. Therefore, the results indicate that there may be confusion in undergraduates conceptions regarding the process of science elaboration (sometimes they defend aspects of NdC, sometimes they fall into outdated perspectives), which ended up being reflected in their didactic materials and allowed a distancing of the instructional proposal Elaborated with those presented by theoretical references. In this case, it is possible to reflect that the acquisition of new knowledge would not guarantee its application in the classroom. Even so, the actions developed together with these students are configured as proposals that are being produced, and therefore, contribute to their training as future teachers.A literatura específica do ensino de ciências vem discutindo diversas tendências e estratégias na busca de uma melhoria da qualidade do ensino, a destacar a inserção da História da Ciência (HC) no contexto da sala de aula. Na perspectiva de HC, a Abordagem Contextual, cujo princípio-base trata da incorporação dos constructos teóricos e epistemológicos como uma perspectiva para se ensinar ciência, ganha projeção. Considerando a importância dessas ideias para a área, este trabalho teve como objetivo, investigar as contribuições da AC na aprendizagem dos licenciandos inseridos no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Com base nisso, buscou-se perceber a mudança epistemológica sobre História da Ciência a partir das falas dos estudantes no âmbito das atividades desenvolvidas. Essa pesquisa foi realizada por meio de um acompanhamento em um grupo vinculado ao subprojeto PIBID/Química de uma IES do agreste sergipano, cujas discussões ocorriam atreladas à investigação de episódios históricos sobre determinados conceitos químicos. Sendo assim, a metodologia que se aproxima desse estudo é o Grupo Focal, o qual permitiu a coleta de dados e particularidades de informações acerca da configuração da abordagem contextual nessa etapa formativa. Conforme avançavam os encontros, percebeu-se que os licenciandos buscavam explorar determinados episódios históricos para a construção de conceitos e inserção destes em propostas instrucionais, tendo como base a solução de situações-problema propostas por seu formador durante o início das ações no PIBID. Todavia, apesar de o trabalho evidenciar a apropriação dos estudantes com ideias mais elaboradas sobre a ciência e a Natureza da Ciência – evidenciando assim, a contribuição da HC nesse processo, no que se referem à abordagem utilizada pelos licenciandos em seus materiais – a proposta ainda distancia-se, em alguns aspectos, das ideias teóricas defendidas pela AC e acabam recaindo em distorções no trabalho em História da Ciência. Logo, os resultados indicam que pode haver confusões nas concepções dos estudantes a respeito do processo de elaboração da ciência (ora defendem aspectos NdC, ora recaem em perspectivas ultrapassadas), o que acabou sendo refletido em seus materiais didáticos e permitiu um distanciamento da proposta instrucional elaborada com aquelas apresentadas pelos referenciais teóricos. Nesse caso, é possível refletir que a aquisição de novos conhecimentos não seria garantia da sua aplicação em sala de aula. Ainda assim, as ações desenvolvidas juntamente com esses estudantes se configuram como propostas que estão sendo produzidas, e por isso, contribuem para sua formação enquanto futuros docentes.application/octet-streamapplication/pdfporUniversidade Federal de SergipePós-Graduação em Ensino de Ciências e MatemáticaUFSBrasilEducaçãoHistória da ciênciaEnsino de químicaAbordagem interdisciplinar do conhecimentoAbordagem interdisciplinar do conhecimento na educaçãoFormação de professoresAbordagem conceitualLicenciandosPrograma Institucional de Bolsas de Iniciação à Docência (PIBID)Science historyContextual approachUndergraduatesCIENCIAS HUMANAS::EDUCACAOAbordagem contextual no âmbito do processo formativo do PIBIDinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALNIRLY_ARAUJO_REIS.pdfapplication/pdf1488145https://ri.ufs.br/jspui/bitstream/riufs/5123/1/NIRLY_ARAUJO_REIS.pdffdc0282238c770d93609d8613a301ffcMD51Anexos -Transcrições dos Encontros.rarapplication/octet-stream423056https://ri.ufs.br/jspui/bitstream/riufs/5123/2/Anexos%20-Transcri%c3%a7%c3%b5es%20dos%20Encontros.rar44edcd138bd0b6bc19289ebd935d3a9bMD52TEXTNIRLY_ARAUJO_REIS.pdf.txtNIRLY_ARAUJO_REIS.pdf.txtExtracted texttext/plain339819https://ri.ufs.br/jspui/bitstream/riufs/5123/3/NIRLY_ARAUJO_REIS.pdf.txtb01c328ef9bbc7773b9c52a2dc505da8MD53THUMBNAILNIRLY_ARAUJO_REIS.pdf.jpgNIRLY_ARAUJO_REIS.pdf.jpgGenerated Thumbnailimage/jpeg1224https://ri.ufs.br/jspui/bitstream/riufs/5123/4/NIRLY_ARAUJO_REIS.pdf.jpg462f3f494d65025506ce3c3b0d1c2ae8MD54riufs/51232017-11-28 17:07:36.364oai:ufs.br:riufs/5123Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T20:07:36Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Abordagem contextual no âmbito do processo formativo do PIBID |
title |
Abordagem contextual no âmbito do processo formativo do PIBID |
spellingShingle |
Abordagem contextual no âmbito do processo formativo do PIBID Reis, Nirly Araujo dos Educação História da ciência Ensino de química Abordagem interdisciplinar do conhecimento Abordagem interdisciplinar do conhecimento na educação Formação de professores Abordagem conceitual Licenciandos Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Science history Contextual approach Undergraduates CIENCIAS HUMANAS::EDUCACAO |
title_short |
Abordagem contextual no âmbito do processo formativo do PIBID |
title_full |
Abordagem contextual no âmbito do processo formativo do PIBID |
title_fullStr |
Abordagem contextual no âmbito do processo formativo do PIBID |
title_full_unstemmed |
Abordagem contextual no âmbito do processo formativo do PIBID |
title_sort |
Abordagem contextual no âmbito do processo formativo do PIBID |
author |
Reis, Nirly Araujo dos |
author_facet |
Reis, Nirly Araujo dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Reis, Nirly Araujo dos |
dc.contributor.advisor1.fl_str_mv |
Silva, Erivanildo Lopes da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4106755765069588 |
contributor_str_mv |
Silva, Erivanildo Lopes da |
dc.subject.por.fl_str_mv |
Educação História da ciência Ensino de química Abordagem interdisciplinar do conhecimento Abordagem interdisciplinar do conhecimento na educação Formação de professores Abordagem conceitual Licenciandos Programa Institucional de Bolsas de Iniciação à Docência (PIBID) |
topic |
Educação História da ciência Ensino de química Abordagem interdisciplinar do conhecimento Abordagem interdisciplinar do conhecimento na educação Formação de professores Abordagem conceitual Licenciandos Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Science history Contextual approach Undergraduates CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Science history Contextual approach Undergraduates |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The specific literature of science teaching has been discussing several trends and strategies in the search for an improvement in the quality of teaching, to highlight the insertion of the History of Science (HC) in the context of the classroom. In HC's perspective, the Contextual Approach, whose basic principle deals with the incorporation of theoretical and epistemological constructs as a perspective to teach science, gains a projection. Considering the importance of these ideas for the area, this work had as objective, to investigate the contributions of AC in the learning of the undergraduates inserted in the Programa Institucional de Iniciação à Docência (PIBID). Based on this, it was sought to perceive the epistemological change on History of Science from the speeches of the students in the scope of the developed activities. This research was carried out by means of an accompaniment in a group linked to the PIBID / Chemistry subproject of a IES of the agreste sergipano, whose discussions were related to the investigation of historical episodes on certain chemical concepts. Therefore, the methodology that approximates this study is the Focus Group, which allowed the collection of data and particularities of information about the configuration of the contextual approach in this formative stage. As the meetings progressed, it was noticed that the undergraduates sought to explore certain historical episodes for the construction of concepts and insertion of these into instructional proposals, based on the solution of problem situations proposed by their trainer during the beginning of the actions in PIBID. However, although the work evidences the appropriation of students with more elaborate ideas about science and the nature of science - thus showing the contribution of the HC in this process, as regards the approach used by the licenciandos in their materials - the proposal still Distances itself in some aspects from the theoretical ideas defended by the AC and end up in distortions in the work in History of Science. Therefore, the results indicate that there may be confusion in undergraduates conceptions regarding the process of science elaboration (sometimes they defend aspects of NdC, sometimes they fall into outdated perspectives), which ended up being reflected in their didactic materials and allowed a distancing of the instructional proposal Elaborated with those presented by theoretical references. In this case, it is possible to reflect that the acquisition of new knowledge would not guarantee its application in the classroom. Even so, the actions developed together with these students are configured as proposals that are being produced, and therefore, contribute to their training as future teachers. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-09-26T18:15:05Z |
dc.date.available.fl_str_mv |
2017-09-26T18:15:05Z |
dc.date.issued.fl_str_mv |
2017-02-23 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
REIS, Nirly Araujo dos. Abordagem contextual no âmbito do processo formativo do PIBID. 2017. 142 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/5123 |
identifier_str_mv |
REIS, Nirly Araujo dos. Abordagem contextual no âmbito do processo formativo do PIBID. 2017. 142 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
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