Organization of pedagogical practice: understandings of science teachers about topics approach

Detalhes bibliográficos
Autor(a) principal: Fonseca, Eril Medeiros da
Data de Publicação: 2021
Outros Autores: Lindemann, Renata Hernandez
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/71759
Resumo: This work aims to analyze the understanding of science teachers about the approach of topics in class related to context problems, especially the pesticide theme. This research is qualitative and the instruments used were questionnaires and semi-structured interviews. aiscursive textual analysis was used as an analytical procedure. The results allow us to argue that the teachers participating in the research are linked to a conceptual pedagogical practice, emphasizing the need to comply with the traditional curriculum. Nevertheless, it was possible to perceive that somehow issues of context are part of the approach performed by teachers, even if pedagogical practices are distant from a critical understanding of reality.
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spelling Organization of pedagogical practice: understandings of science teachers about topics approachOrganização da prática pedagógica: compreensões de professoras de ciências sobre abordagem de temasThis work aims to analyze the understanding of science teachers about the approach of topics in class related to context problems, especially the pesticide theme. This research is qualitative and the instruments used were questionnaires and semi-structured interviews. aiscursive textual analysis was used as an analytical procedure. The results allow us to argue that the teachers participating in the research are linked to a conceptual pedagogical practice, emphasizing the need to comply with the traditional curriculum. Nevertheless, it was possible to perceive that somehow issues of context are part of the approach performed by teachers, even if pedagogical practices are distant from a critical understanding of reality.Este trabalho tem como objetivo analisar a compreensão das professoras de Ciências sobre a abordagem de temas em aula, relacionada a problemáticas do contexto, de modo especial, à temática agrotóxico. Esta pesquisa é qualitativa, e os instrumentos utilizados foram questionários e entrevistas semiestruturadas. Como procedimento analítico, fez-se uso da análise textual discursiva. Os resultados permitem argumentar que as professoras participantes da pesquisa estão vinculadas a uma prática pedagógica conceitual, ressaltando a necessidade de cumprir o programa curricular tradicional. Ainda assim, foi possível perceber que, de alguma forma, questões do contexto fazem parte da abordagem realizada pelas professoras, mesmo que as práticas pedagógicas estejam distantes de uma compreensão crítica da realidade.Universidade Federal de Santa Catarina2021-05-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/7175910.5007/1982-5153.2021.e71759Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 1 (2021); 323-3471982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/71759/46131Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologiahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessFonseca, Eril Medeiros da Lindemann, Renata Hernandez 2021-05-21T20:02:42Zoai:periodicos.ufsc.br:article/71759Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2021-05-21T20:02:42Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Organization of pedagogical practice: understandings of science teachers about topics approach
Organização da prática pedagógica: compreensões de professoras de ciências sobre abordagem de temas
title Organization of pedagogical practice: understandings of science teachers about topics approach
spellingShingle Organization of pedagogical practice: understandings of science teachers about topics approach
Fonseca, Eril Medeiros da
title_short Organization of pedagogical practice: understandings of science teachers about topics approach
title_full Organization of pedagogical practice: understandings of science teachers about topics approach
title_fullStr Organization of pedagogical practice: understandings of science teachers about topics approach
title_full_unstemmed Organization of pedagogical practice: understandings of science teachers about topics approach
title_sort Organization of pedagogical practice: understandings of science teachers about topics approach
author Fonseca, Eril Medeiros da
author_facet Fonseca, Eril Medeiros da
Lindemann, Renata Hernandez
author_role author
author2 Lindemann, Renata Hernandez
author2_role author
dc.contributor.author.fl_str_mv Fonseca, Eril Medeiros da
Lindemann, Renata Hernandez
description This work aims to analyze the understanding of science teachers about the approach of topics in class related to context problems, especially the pesticide theme. This research is qualitative and the instruments used were questionnaires and semi-structured interviews. aiscursive textual analysis was used as an analytical procedure. The results allow us to argue that the teachers participating in the research are linked to a conceptual pedagogical practice, emphasizing the need to comply with the traditional curriculum. Nevertheless, it was possible to perceive that somehow issues of context are part of the approach performed by teachers, even if pedagogical practices are distant from a critical understanding of reality.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/71759
10.5007/1982-5153.2021.e71759
url https://periodicos.ufsc.br/index.php/alexandria/article/view/71759
identifier_str_mv 10.5007/1982-5153.2021.e71759
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/71759/46131
dc.rights.driver.fl_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 1 (2021); 323-347
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
_version_ 1808843265510735872

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