Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching

Detalhes bibliográficos
Autor(a) principal: Marcelino, Leonardo Victor
Data de Publicação: 2017
Outros Autores: Marques, Carlos Alberto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p119
Resumo: As we take the federative unity of Mato Grosso do Sul for example, which is marked by the large production of transgenic soy, we intended to research the relations established between biotechnologies and chemistry teaching by high school chemistry teachers from Campo Grande. The qualitative research was a Comparative Study Case-type, relying on interviews with one teacher from a country school and two teachers from a urban school. Their speeches were entirely transcript and analyzed by means of Discursive Textual Analysis, highlighting that teaches do not approach deeply the biotechnologies in their classes, due to the complexity of this knowledge. The teachers training and closer relations with universities are pointed out as means to enable the teaching of this theme which is socially defying and technologically polemical.
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spelling Teachers’ comprehensions about approaches of biotechnologies in chemistry teachingCompreensões de professores sobre abordagens das biotecnologias no ensino de químicaAs we take the federative unity of Mato Grosso do Sul for example, which is marked by the large production of transgenic soy, we intended to research the relations established between biotechnologies and chemistry teaching by high school chemistry teachers from Campo Grande. The qualitative research was a Comparative Study Case-type, relying on interviews with one teacher from a country school and two teachers from a urban school. Their speeches were entirely transcript and analyzed by means of Discursive Textual Analysis, highlighting that teaches do not approach deeply the biotechnologies in their classes, due to the complexity of this knowledge. The teachers training and closer relations with universities are pointed out as means to enable the teaching of this theme which is socially defying and technologically polemical.Ao tomar como exemplo o estado do Mato Grosso do Sul, marcado pela produção de soja transgênica, propusemo-nos a questionar quais relações professores de Química do ensino médio campo-grandense estabelecem entre biotecnologias e o ensino de Química. Em uma pesquisa qualitativa que abarcou um estudo de caso comparativo, realizamos entrevistas com um professor de uma escola da zona rural desse estado e dois professores de uma escola urbana de Campo Grande. As falas foram integralmente transcritas e analisadas por meio da análise textual discursiva, revelando que os professores não abordam com profundidade as biotecnologias em suas aulas, devido à complexidade desse conhecimento. A formação de professores e as relações mais aproximativas com as universidades são apontadas como meios de possibilitar a abordagem desse tema de caráter socialmente desafiador e tecnologicamente polêmico.Universidade Federal de Santa Catarina2017-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p11910.5007/1982-5153.2017v10n1p119Alexandria: Revista de Educação em Ciência e Tecnologia; v. 10 n. 1 (2017); 119-1421982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p119/34219Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessMarcelino, Leonardo VictorMarques, Carlos Alberto2019-09-05T18:20:18Zoai:periodicos.ufsc.br:article/43174Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-09-05T18:20:18Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
Compreensões de professores sobre abordagens das biotecnologias no ensino de química
title Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
spellingShingle Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
Marcelino, Leonardo Victor
title_short Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
title_full Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
title_fullStr Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
title_full_unstemmed Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
title_sort Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching
author Marcelino, Leonardo Victor
author_facet Marcelino, Leonardo Victor
Marques, Carlos Alberto
author_role author
author2 Marques, Carlos Alberto
author2_role author
dc.contributor.author.fl_str_mv Marcelino, Leonardo Victor
Marques, Carlos Alberto
description As we take the federative unity of Mato Grosso do Sul for example, which is marked by the large production of transgenic soy, we intended to research the relations established between biotechnologies and chemistry teaching by high school chemistry teachers from Campo Grande. The qualitative research was a Comparative Study Case-type, relying on interviews with one teacher from a country school and two teachers from a urban school. Their speeches were entirely transcript and analyzed by means of Discursive Textual Analysis, highlighting that teaches do not approach deeply the biotechnologies in their classes, due to the complexity of this knowledge. The teachers training and closer relations with universities are pointed out as means to enable the teaching of this theme which is socially defying and technologically polemical.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-30
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/1982-5153.2017v10n1p119
10.5007/1982-5153.2017v10n1p119
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p119
identifier_str_mv 10.5007/1982-5153.2017v10n1p119
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p119/34219
dc.rights.driver.fl_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
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. 10 n. 1 (2017); 119-142
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
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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)
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