O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/18893 |
Resumo: | Bearing in mind how challenging scientifically literate students can be, this research project presents discussions about the insertion of didactic practices that could help in the development and elaboration of arguments through the construction of didactic materials, seeking to weave relationships with the importance that the teacher training may be linked to their immersion in a more premature way in the school environment. The production of these materials was carried out by a group of teachers in training, members of the Pedagogical Support Program Graduates at School - PROLICE - Nucleus of Chemistry - UFS, analyzing which activities and how they were inserted taking into account the favoring of space for the argumentation was generated, in addition to finding out how the use of these approaches were inserted, emphasizing the process of reflection on such strategies. Considering this context, this is a qualitative research, which aims to investigate how the process of argumentation is considered in the elaboration of didactic materials with investigative activities with a group of undergraduate students of the Chemistry course inserted in a Program of Initiation to Teaching at UFS. The study was methodologically structured through the development of investigative activities to promote argumentative development, adopting Design Research, also known as development research through a training course mediated by the researcher in question, seeking to weave relationships between what they considered important for the elaboration of this material through the discussion of texts, articles and their experiences in general, in addition to what would be introduced with the objective of assisting in the argumentative development and how this insertion would take place. The audio recordings of these meetings were transcribed, coded and interpreted according to the Content Analysis technique by Moraes (1999), also analyzing which moments were modified and/or inserted, comparing them with the first version of the material presented by them. Among the results achieved, it was observed that the undergraduates considered important the insertion of experimental investigative activities, the promotion of interactions and discussions among students, as well as considering the context during the elaboration of these activities, in addition to emphasizing that the elaboration of a strategy of teaching through the production of didactic material linked to its development and construction can help in the argumentative process of students and in teacher training, leading them to reflect on the relevance of theoretical knowledge during the construction of a teaching method. |
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Reis, Alícia Rodrigues dosSilva, Erivanildo Lopes da2024-01-18T19:48:11Z2024-01-18T19:48:11Z2023-07-28REIS, Alícia Rodrigues dos. O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos. 2023. 67 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023.https://ri.ufs.br/jspui/handle/riufs/18893Bearing in mind how challenging scientifically literate students can be, this research project presents discussions about the insertion of didactic practices that could help in the development and elaboration of arguments through the construction of didactic materials, seeking to weave relationships with the importance that the teacher training may be linked to their immersion in a more premature way in the school environment. The production of these materials was carried out by a group of teachers in training, members of the Pedagogical Support Program Graduates at School - PROLICE - Nucleus of Chemistry - UFS, analyzing which activities and how they were inserted taking into account the favoring of space for the argumentation was generated, in addition to finding out how the use of these approaches were inserted, emphasizing the process of reflection on such strategies. Considering this context, this is a qualitative research, which aims to investigate how the process of argumentation is considered in the elaboration of didactic materials with investigative activities with a group of undergraduate students of the Chemistry course inserted in a Program of Initiation to Teaching at UFS. The study was methodologically structured through the development of investigative activities to promote argumentative development, adopting Design Research, also known as development research through a training course mediated by the researcher in question, seeking to weave relationships between what they considered important for the elaboration of this material through the discussion of texts, articles and their experiences in general, in addition to what would be introduced with the objective of assisting in the argumentative development and how this insertion would take place. The audio recordings of these meetings were transcribed, coded and interpreted according to the Content Analysis technique by Moraes (1999), also analyzing which moments were modified and/or inserted, comparing them with the first version of the material presented by them. Among the results achieved, it was observed that the undergraduates considered important the insertion of experimental investigative activities, the promotion of interactions and discussions among students, as well as considering the context during the elaboration of these activities, in addition to emphasizing that the elaboration of a strategy of teaching through the production of didactic material linked to its development and construction can help in the argumentative process of students and in teacher training, leading them to reflect on the relevance of theoretical knowledge during the construction of a teaching method.Tendo em vista quão desafiador pode ser alfabetizar cientificamente os estudantes, o presente projeto de pesquisa apresenta discussões sobre a inserção de práticas didáticas que poderiam auxiliar no desenvolvimento e elaboração de argumentos através da construção de materiais didáticos, buscando ainda tecer relações com a importância que a formação de professores pode apresentar atrelada a sua imersão de maneira mais prematura no ambiente escolar. A produção desses materiais se deu por um grupo de professores em formação membros do Programa Apoio Pedagógico Licenciandos/as na Escola – PROLICE – Núcleo de Química – UFS, analisando quais atividades e de que maneira foram inseridas levando em consideração o favorecimento de espaço para que fosse gerada a argumentação, além de averiguar de que maneira foram inseridas a utilização dessas abordagens enfatizando o processo de reflexão sobre tais estratégias. Considerando esse contexto, essa trata-se de uma pesquisa qualitativa, que tem como objetivo investigar como o processo da argumentação é considerado na elaboração de materiais didáticos com atividades investigativas junto a um grupo de licenciandos do curso de Química inseridos em um Programa de Iniciação à Docência da UFS. O estudo estruturou-se metodologicamente através do desenvolvimento das atividades investigativas para a promoção do desenvolvimento argumentativo sendo adotada a Design Research, também conhecida como pesquisa de desenvolvimento através de um curso de formação mediada pela pesquisadora em questão, buscando tecer relações entre o que eles consideravam importante para a elaboração desse material através da discussão de textos, artigos e de suas experiências em geral, além do que seria introduzido com o objetivo de auxiliar no desenvolvimento argumentativo e de que maneira se daria essa inserção. Os registros de áudios desses encontros foram transcritos, codificados e interpretados segundo a técnica de Análise de Conteúdo de Moraes (1999) analisando também quais momentos foram modificados e/ou inseridos comparando-os com a primeira versão do material apresentado por eles. Entre os resultados alcançados, observou-se que os licenciandos consideravam importante a inserção de atividades investigativas experimentais, a promoção de interações e discussões entre os estudantes, bem como considerar o contexto durante a elaboração dessas atividades, além de enfatizarem que a elaboração de uma estratégia de ensino através da produção de um material didático atrelado ao seu desenvolvimento e construção pode permitir auxiliar no processo argumentativo dos estudantes e na formação docente, levando-os a refletir sobre a relevância do conhecimento teórico durante a construção de um método de ensino.São CristóvãoporMatemáticaEstudo e ensinoMaterial didáticoProfessoresFormaçãoEnsinoMetodologiaArgumentaçãoProdução de material didáticoPrograma de formação de professoresAtividades investigativasArgumentationProduction of didactic materialTeacher training programInvestigative activitiesO processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALALICIA_RODRIGUES_REIS.pdfALICIA_RODRIGUES_REIS.pdfapplication/pdf1222642https://ri.ufs.br/jspui/bitstream/riufs/18893/2/ALICIA_RODRIGUES_REIS.pdf07cf893cb5d54d509b3f59eaf4cb0113MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18893/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/188932024-01-18 16:48:17.073oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2024-01-18T19:48:17Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
title |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
spellingShingle |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos Reis, Alícia Rodrigues dos Matemática Estudo e ensino Material didático Professores Formação Ensino Metodologia Argumentação Produção de material didático Programa de formação de professores Atividades investigativas Argumentation Production of didactic material Teacher training program Investigative activities |
title_short |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
title_full |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
title_fullStr |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
title_full_unstemmed |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
title_sort |
O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos |
author |
Reis, Alícia Rodrigues dos |
author_facet |
Reis, Alícia Rodrigues dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Reis, Alícia Rodrigues dos |
dc.contributor.advisor1.fl_str_mv |
Silva, Erivanildo Lopes da |
contributor_str_mv |
Silva, Erivanildo Lopes da |
dc.subject.por.fl_str_mv |
Matemática Estudo e ensino Material didático Professores Formação Ensino Metodologia Argumentação Produção de material didático Programa de formação de professores Atividades investigativas |
topic |
Matemática Estudo e ensino Material didático Professores Formação Ensino Metodologia Argumentação Produção de material didático Programa de formação de professores Atividades investigativas Argumentation Production of didactic material Teacher training program Investigative activities |
dc.subject.eng.fl_str_mv |
Argumentation Production of didactic material Teacher training program Investigative activities |
description |
Bearing in mind how challenging scientifically literate students can be, this research project presents discussions about the insertion of didactic practices that could help in the development and elaboration of arguments through the construction of didactic materials, seeking to weave relationships with the importance that the teacher training may be linked to their immersion in a more premature way in the school environment. The production of these materials was carried out by a group of teachers in training, members of the Pedagogical Support Program Graduates at School - PROLICE - Nucleus of Chemistry - UFS, analyzing which activities and how they were inserted taking into account the favoring of space for the argumentation was generated, in addition to finding out how the use of these approaches were inserted, emphasizing the process of reflection on such strategies. Considering this context, this is a qualitative research, which aims to investigate how the process of argumentation is considered in the elaboration of didactic materials with investigative activities with a group of undergraduate students of the Chemistry course inserted in a Program of Initiation to Teaching at UFS. The study was methodologically structured through the development of investigative activities to promote argumentative development, adopting Design Research, also known as development research through a training course mediated by the researcher in question, seeking to weave relationships between what they considered important for the elaboration of this material through the discussion of texts, articles and their experiences in general, in addition to what would be introduced with the objective of assisting in the argumentative development and how this insertion would take place. The audio recordings of these meetings were transcribed, coded and interpreted according to the Content Analysis technique by Moraes (1999), also analyzing which moments were modified and/or inserted, comparing them with the first version of the material presented by them. Among the results achieved, it was observed that the undergraduates considered important the insertion of experimental investigative activities, the promotion of interactions and discussions among students, as well as considering the context during the elaboration of these activities, in addition to emphasizing that the elaboration of a strategy of teaching through the production of didactic material linked to its development and construction can help in the argumentative process of students and in teacher training, leading them to reflect on the relevance of theoretical knowledge during the construction of a teaching method. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-07-28 |
dc.date.accessioned.fl_str_mv |
2024-01-18T19:48:11Z |
dc.date.available.fl_str_mv |
2024-01-18T19:48:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
REIS, Alícia Rodrigues dos. O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos. 2023. 67 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18893 |
identifier_str_mv |
REIS, Alícia Rodrigues dos. O processo argumentativo como elemento problematizador na produção de materiais didáticos por licenciandos. 2023. 67 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
url |
https://ri.ufs.br/jspui/handle/riufs/18893 |
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Universidade Federal de Sergipe (UFS) |
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