Organization of pedagogical practice: understandings of science teachers about topics approach
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Data de Publicação: | 2021 |
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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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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 |