Contos em ensino investigativo como promotores de capacidades de pensamento crítico
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/14387 |
Resumo: | In recent years, there has been an increasing search for teaching resources that enable approaches that promote teaching strategies aimed at training autonomous and critical students in the face of society's demands. In this sense, this research aims to understand how the approach of an Investigative Teaching Sequence, which uses a literary tale, allows the promotion of knowledge that corroborates with the development of Critical Thinking skills. We adopted Design Research as a theoretical and methodological framework, which is a study organized for the preparation and planning of teaching materials. For the construction of the didactic material, we followed the following steps: i) interview with a basic education teacher and questionnaires for students, in order to collect possible problematizing themes; ii) production of the story based on the collected themes; iii) production of the Investigative Teaching Sequence thinking about specific Critical Thinking capacities; iv) Evaluation of the story with external experts in the field. v) Evaluation of SEI by specialists in Critical Thinking and specialists in Investigative Activities vi) Reformulation of didactic material, vii) Evaluation of didactic material by the collaborative teacher who granted the interview. viii) Evaluation of didactic material by specialists in literature in Science Teaching, Critical Thinking and Investigative Activities. The collected results were analyzed using Content Analysis. In the discussion of the results, the evaluations of the specialists were organized into a priori categories in relation to the short story and a posteriori categories in relation to the sequence of Investigative Teaching (SEI). From the evaluations presented in the first prototyping cycle, we came to the conclusion that the textual production “The danger in the plantations” is a short story and that SEI, in general, has potentialities that will enable students to reach the degree of intellectual freedom 3 In addition, the material has the potential to mobilize the descriptor to investigate capacity 7, aimed at during the elaboration of the SEI, as well as other capacities, more explicitly the set of capacities FA2IA. After reworking the material and submitting it to new validations with specialists, it was possible to reach the conclusion that SEI presents a sequence of investigative activities with the potential for grade 3 intellectual freedom for elementary school students and up to grade 4 if applied to students from High School students who are already used to this type of approach. It reinforced the previous assessment regarding the expressed capacities, and also showed that with the reformulations, the stages of SEI were aligned and the story permeated all stages. Thus, we can affirm that the didactic material produced can contribute to the formation of students' criticality, allowing intellectual freedom, in addition, the inclusion of literature in science classes may facilitate the construction of meanings for what is learned at school, contributing to the process of assimilation of scientific concepts so that it has significance, making it clear that the teacher's posture when mediating activities will be decisive for the material to meet the proposed objectives. |
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Pimentel, Lorena de QueirozSilva, Erivanildo Lopes daAndrade, Tatiana Santos2021-07-08T13:06:33Z2021-07-08T13:06:33Z2021-02-24PIMENTEL, Lorena de Queiroz. Contos em ensino investigativo como promotores de capacidades de pensamento crítico. 2021. 188 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2021.https://ri.ufs.br/jspui/handle/riufs/14387In recent years, there has been an increasing search for teaching resources that enable approaches that promote teaching strategies aimed at training autonomous and critical students in the face of society's demands. In this sense, this research aims to understand how the approach of an Investigative Teaching Sequence, which uses a literary tale, allows the promotion of knowledge that corroborates with the development of Critical Thinking skills. We adopted Design Research as a theoretical and methodological framework, which is a study organized for the preparation and planning of teaching materials. For the construction of the didactic material, we followed the following steps: i) interview with a basic education teacher and questionnaires for students, in order to collect possible problematizing themes; ii) production of the story based on the collected themes; iii) production of the Investigative Teaching Sequence thinking about specific Critical Thinking capacities; iv) Evaluation of the story with external experts in the field. v) Evaluation of SEI by specialists in Critical Thinking and specialists in Investigative Activities vi) Reformulation of didactic material, vii) Evaluation of didactic material by the collaborative teacher who granted the interview. viii) Evaluation of didactic material by specialists in literature in Science Teaching, Critical Thinking and Investigative Activities. The collected results were analyzed using Content Analysis. In the discussion of the results, the evaluations of the specialists were organized into a priori categories in relation to the short story and a posteriori categories in relation to the sequence of Investigative Teaching (SEI). From the evaluations presented in the first prototyping cycle, we came to the conclusion that the textual production “The danger in the plantations” is a short story and that SEI, in general, has potentialities that will enable students to reach the degree of intellectual freedom 3 In addition, the material has the potential to mobilize the descriptor to investigate capacity 7, aimed at during the elaboration of the SEI, as well as other capacities, more explicitly the set of capacities FA2IA. After reworking the material and submitting it to new validations with specialists, it was possible to reach the conclusion that SEI presents a sequence of investigative activities with the potential for grade 3 intellectual freedom for elementary school students and up to grade 4 if applied to students from High School students who are already used to this type of approach. It reinforced the previous assessment regarding the expressed capacities, and also showed that with the reformulations, the stages of SEI were aligned and the story permeated all stages. Thus, we can affirm that the didactic material produced can contribute to the formation of students' criticality, allowing intellectual freedom, in addition, the inclusion of literature in science classes may facilitate the construction of meanings for what is learned at school, contributing to the process of assimilation of scientific concepts so that it has significance, making it clear that the teacher's posture when mediating activities will be decisive for the material to meet the proposed objectives.Nos últimos anos, tem-se buscado cada vez mais recursos didáticos que possibilitem abordagens que promovam estratégias de ensino visando à formação de estudantes autônomos e críticos frente às demandas da sociedade. Nesse sentido, esta pesquisa tem como objetivo conhecer como a abordagem de uma Sequência de Ensino Investigativo, que recorre a um conto literário, permite a promoção de conhecimentos que corroboram com o desenvolvimento de capacidades de Pensamento Crítico. Adotamos como referencial teórico e metodológico a Design Research, que se trata de um estudo organizado para a elaboração e planejamento de materiais didáticos. Para a construção do material didático, seguimos as seguintes etapas: i) entrevista com um professor da educação básica e questionários para os alunos, de modo a coletar possíveis temas problematizadores; ii) produção do conto com base nos temas coletados; iii) produção da Sequência de Ensino Investigativo pensando em capacidades específicas do Pensamento Crítico; iv) Avaliação do conto com especialistas externos à área; v) Avaliação da SEI por especialistas em Pensamento Crítico e especialistas em Atividades Investigativas; vi) Reformulação do material didático; vii) Avaliação do material didático pela professora colaborativa que concedeu a entrevista; viii) Avaliação do material didático por especialistas em literatura no Ensino de Ciências, Pensamento Crítico e Atividades Investigativas. Os resultados coletados foram analisados por meio da Análise de Conteúdo. Na discussão dos resultados, as avaliações dos especialistas foram organizadas em categorias apriorísticas em relação ao conto e categorias a posteriori em relação à sequência de Ensino Investigativo (SEI). A partir das avaliações apresentadas no primeiro ciclo de prototipagem, chegamos à conclusão de que a produção textual “O perigo nas plantações” é um conto e que a SEI apresenta características que possibilitam uma abordagem investigativa. Além disso, o material tem potencialidades para mobilizar a capacidade “investigar”, objetivada durante a elaboração da SEI, bem como outras capacidades, mais explicitamente o conjunto de capacidades FA2 IA. Após a reelaboração do material e sua submissão a novas validações com especialistas, foi possível chegar à conclusão de que a SEI apresenta uma sequência de atividades investigativas com potencialidade de grau 3 de liberdade intelectual para os alunos do ensino fundamental e até grau 4 se aplicada a alunos do Ensino Médio que já estejam acostumados com este tipo de abordagem. As avaliações dos especialistas no segundo ciclo de testagem reforçaram a conclusão do primeiro ciclo de testagem com especialistas, relativa às capacidades expressas, e também mostrou que, com as reformulações, as etapas da SEI ficaram alinhadas e o conto permeou todas elas. Dessa forma, podemos afirmar que o material didático produzido pode contribuir para a formação da criticidade dos estudantes, permitindo sua liberdade intelectual. Além disso, a inserção da literatura em aulas de ciências poderá facilitar a construção de sentidos para o que se aprende na escola, contribuindo para o processo de assimilação dos conceitos científicos, reforçando que a postura do professor ao mediar as atividades será determinante para que o material possa atender aos objetivos propostos.São Cristóvão, SEporCiênciaEnsino de ciênciasContosLiteraturaPensamento críticoSequência de ensino investigativoLiteratura e ciênciasInvestigative teaching sequenceTalesLiterature and sciencesCritical thinking skillsCIENCIAS HUMANAS::EDUCACAOContos em ensino investigativo como promotores de capacidades de pensamento críticoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTLORENA_QUEIROZ_PIMENTEL.pdf.txtLORENA_QUEIROZ_PIMENTEL.pdf.txtExtracted texttext/plain410199https://ri.ufs.br/jspui/bitstream/riufs/14387/4/LORENA_QUEIROZ_PIMENTEL.pdf.txt8fd3221515cad73b8e605bb9938cae34MD54THUMBNAILLORENA_QUEIROZ_PIMENTEL.pdf.jpgLORENA_QUEIROZ_PIMENTEL.pdf.jpgGenerated Thumbnailimage/jpeg1292https://ri.ufs.br/jspui/bitstream/riufs/14387/5/LORENA_QUEIROZ_PIMENTEL.pdf.jpgd36cb984fe9ea2f3d74dbebf286dfb7eMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/14387/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALLORENA_QUEIROZ_PIMENTEL.pdfLORENA_QUEIROZ_PIMENTEL.pdfapplication/pdf5337719https://ri.ufs.br/jspui/bitstream/riufs/14387/3/LORENA_QUEIROZ_PIMENTEL.pdfa3fe62ed172867271669054d7592794fMD53riufs/143872021-07-26 18:36:39.041oai:ufs.br:riufs/14387TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvcihlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyIHNldSB0cmFiYWxobyBubyBmb3JtYXRvIGVsZXRyw7RuaWNvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRlIFNlcmdpcGUgcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIHNldSB0cmFiYWxobyBwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc2V1IHRyYWJhbGhvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIHNldSB0cmFiYWxobyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyBuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0bywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgbsOjbyBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gbyB0cmFiYWxobyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvLgoKQSBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUocykgb3UgbyhzKSBub21lKHMpIGRvKHMpIApkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRvIHRyYWJhbGhvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuIAo=Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2021-07-26T21:36:39Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
title |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
spellingShingle |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico Pimentel, Lorena de Queiroz Ciência Ensino de ciências Contos Literatura Pensamento crítico Sequência de ensino investigativo Literatura e ciências Investigative teaching sequence Tales Literature and sciences Critical thinking skills CIENCIAS HUMANAS::EDUCACAO |
title_short |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
title_full |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
title_fullStr |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
title_full_unstemmed |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
title_sort |
Contos em ensino investigativo como promotores de capacidades de pensamento crítico |
author |
Pimentel, Lorena de Queiroz |
author_facet |
Pimentel, Lorena de Queiroz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pimentel, Lorena de Queiroz |
dc.contributor.advisor1.fl_str_mv |
Silva, Erivanildo Lopes da |
dc.contributor.advisor-co1.fl_str_mv |
Andrade, Tatiana Santos |
contributor_str_mv |
Silva, Erivanildo Lopes da Andrade, Tatiana Santos |
dc.subject.por.fl_str_mv |
Ciência Ensino de ciências Contos Literatura Pensamento crítico Sequência de ensino investigativo Literatura e ciências |
topic |
Ciência Ensino de ciências Contos Literatura Pensamento crítico Sequência de ensino investigativo Literatura e ciências Investigative teaching sequence Tales Literature and sciences Critical thinking skills CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Investigative teaching sequence Tales Literature and sciences Critical thinking skills |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In recent years, there has been an increasing search for teaching resources that enable approaches that promote teaching strategies aimed at training autonomous and critical students in the face of society's demands. In this sense, this research aims to understand how the approach of an Investigative Teaching Sequence, which uses a literary tale, allows the promotion of knowledge that corroborates with the development of Critical Thinking skills. We adopted Design Research as a theoretical and methodological framework, which is a study organized for the preparation and planning of teaching materials. For the construction of the didactic material, we followed the following steps: i) interview with a basic education teacher and questionnaires for students, in order to collect possible problematizing themes; ii) production of the story based on the collected themes; iii) production of the Investigative Teaching Sequence thinking about specific Critical Thinking capacities; iv) Evaluation of the story with external experts in the field. v) Evaluation of SEI by specialists in Critical Thinking and specialists in Investigative Activities vi) Reformulation of didactic material, vii) Evaluation of didactic material by the collaborative teacher who granted the interview. viii) Evaluation of didactic material by specialists in literature in Science Teaching, Critical Thinking and Investigative Activities. The collected results were analyzed using Content Analysis. In the discussion of the results, the evaluations of the specialists were organized into a priori categories in relation to the short story and a posteriori categories in relation to the sequence of Investigative Teaching (SEI). From the evaluations presented in the first prototyping cycle, we came to the conclusion that the textual production “The danger in the plantations” is a short story and that SEI, in general, has potentialities that will enable students to reach the degree of intellectual freedom 3 In addition, the material has the potential to mobilize the descriptor to investigate capacity 7, aimed at during the elaboration of the SEI, as well as other capacities, more explicitly the set of capacities FA2IA. After reworking the material and submitting it to new validations with specialists, it was possible to reach the conclusion that SEI presents a sequence of investigative activities with the potential for grade 3 intellectual freedom for elementary school students and up to grade 4 if applied to students from High School students who are already used to this type of approach. It reinforced the previous assessment regarding the expressed capacities, and also showed that with the reformulations, the stages of SEI were aligned and the story permeated all stages. Thus, we can affirm that the didactic material produced can contribute to the formation of students' criticality, allowing intellectual freedom, in addition, the inclusion of literature in science classes may facilitate the construction of meanings for what is learned at school, contributing to the process of assimilation of scientific concepts so that it has significance, making it clear that the teacher's posture when mediating activities will be decisive for the material to meet the proposed objectives. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-07-08T13:06:33Z |
dc.date.available.fl_str_mv |
2021-07-08T13:06:33Z |
dc.date.issued.fl_str_mv |
2021-02-24 |
dc.type.status.fl_str_mv |
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 |
PIMENTEL, Lorena de Queiroz. Contos em ensino investigativo como promotores de capacidades de pensamento crítico. 2021. 188 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/14387 |
identifier_str_mv |
PIMENTEL, Lorena de Queiroz. Contos em ensino investigativo como promotores de capacidades de pensamento crítico. 2021. 188 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
url |
https://ri.ufs.br/jspui/handle/riufs/14387 |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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