Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24289 |
Resumo: | The Early Years of elementary school are the stage responsible for learning the first letters, reading and writing. At this stage, the teaching of science can enable the knowledge of basic concepts of natural sciences, awakening in the student the interest, curiosity and sense of investigation, which will contribute to the intellectual development of the individual. However, teachers face difficulties in their practice due to the numerous issues that permeate their pedagogical work. Thus, the objective of this study was to analyze the difficulties faced by teachers of the Early Years in their practice, before and during the COVID-19 pandemic that caused remote teaching. The proposal was developed in the municipal network of Jaguari, RS, where sixteen teachers participated in the first stage of the study and twenty-one in the second stage. The methodology is characterized as qualitative, of the case study type, in which the research stages are structured based on the five stages of the Arc of Maguerez. Therefore, in the "Observation of reality", a study was carried out in the official documents, interviews, and application of an online questionnaire. In the "Key points", the topics that were deepened in the theorization were established, being: Teacher education; Early years; Initial and continuing education; Science teaching; Difficulties in practice; and, Pandemic. In the "Theorization" a deepening of the points listed in the previous step was carried out. The first one identified the difficulties faced by teachers of the Early Years in their teaching practice, and the results infer that the difficulties are related to the interest and learning of the students, social problems, and the absence of the family at school. Manuscript two investigated the difficulties faced in teaching practice during remote teaching, and the results revealed that the difficulties were lack of teacher and student interaction, lack of internet access, failure to deliver activities, lack of knowledge of digital technologies, and difficulty preparing classes for the remote teaching model. Finally, the "Application to Reality" was the moment to reflect on the results found. It is inferred that the difficulties faced daily by teachers are inherent to their practice, when, because they are immersed in a context of issues that overwhelm them, they do not relate the difficulties faced with their training, nor are able to reflect on their practice. It was also identified that, in the Early Years, teachers have a 'shadowed knowledge' in relation to the teaching of Sciences, due to the prioritization of other areas of knowledge, such as Portuguese and Mathematics, present in the large-scale evaluations, because of daily, social and family issues, and the difficulties of their own practice. Among the results, it is pointed out that the accomplishment of formative processes, aiming at the reflection on the teaching, can sensitize teachers to develop a contextualized science teaching, close to the students' reality. |
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2022-05-05T16:53:58Z2022-05-05T16:53:58Z2022-02-25http://repositorio.ufsm.br/handle/1/24289The Early Years of elementary school are the stage responsible for learning the first letters, reading and writing. At this stage, the teaching of science can enable the knowledge of basic concepts of natural sciences, awakening in the student the interest, curiosity and sense of investigation, which will contribute to the intellectual development of the individual. However, teachers face difficulties in their practice due to the numerous issues that permeate their pedagogical work. Thus, the objective of this study was to analyze the difficulties faced by teachers of the Early Years in their practice, before and during the COVID-19 pandemic that caused remote teaching. The proposal was developed in the municipal network of Jaguari, RS, where sixteen teachers participated in the first stage of the study and twenty-one in the second stage. The methodology is characterized as qualitative, of the case study type, in which the research stages are structured based on the five stages of the Arc of Maguerez. Therefore, in the "Observation of reality", a study was carried out in the official documents, interviews, and application of an online questionnaire. In the "Key points", the topics that were deepened in the theorization were established, being: Teacher education; Early years; Initial and continuing education; Science teaching; Difficulties in practice; and, Pandemic. In the "Theorization" a deepening of the points listed in the previous step was carried out. The first one identified the difficulties faced by teachers of the Early Years in their teaching practice, and the results infer that the difficulties are related to the interest and learning of the students, social problems, and the absence of the family at school. Manuscript two investigated the difficulties faced in teaching practice during remote teaching, and the results revealed that the difficulties were lack of teacher and student interaction, lack of internet access, failure to deliver activities, lack of knowledge of digital technologies, and difficulty preparing classes for the remote teaching model. Finally, the "Application to Reality" was the moment to reflect on the results found. It is inferred that the difficulties faced daily by teachers are inherent to their practice, when, because they are immersed in a context of issues that overwhelm them, they do not relate the difficulties faced with their training, nor are able to reflect on their practice. It was also identified that, in the Early Years, teachers have a 'shadowed knowledge' in relation to the teaching of Sciences, due to the prioritization of other areas of knowledge, such as Portuguese and Mathematics, present in the large-scale evaluations, because of daily, social and family issues, and the difficulties of their own practice. Among the results, it is pointed out that the accomplishment of formative processes, aiming at the reflection on the teaching, can sensitize teachers to develop a contextualized science teaching, close to the students' reality.Os Anos Iniciais do ensino fundamental é a etapa responsável pela aprendizagem das primeiras letras, o ler e o escrever. Nessa fase, o ensino de Ciências pode permitir o conhecimento de conceitos básicos das Ciências Naturais, despertando no aluno o interesse, a curiosidade e o senso de investigação, que contribuirá para o desenvolvimento intelectual do indíviduo. Contudo, os professores enfrentam dificuldades em sua prática, devido às inúmeras questões que permeiam o fazer pedagógico. Assim, o objetivo deste estudo foi analisar as dificuldades enfrentadas pelos professores dos Anos Iniciais em sua prática, antes e durante a pandemia da COVID-19 que ocasionou o ensino remoto. A proposta foi desenvolvida na rede municipal de Jaguari, RS, onde participaram da primeira etapa do estudo dezesseis professores e na segunda etapa vinte e um. A metodologia caracteriza-se como qualitativa, do tipo estudo de caso, em que as etapas da pesquisa estão estruturadas a partir das cinco etapas do Arco de Maguerez. Portanto, na “Observação da realidade”, foi realizado um estudo nos documentos oficiais, entrevistas e aplicação de questionário online. Nos “Pontos-chave”, foram estabelecidos os tópicos aprofundados na teorização, sendo: Formação de professores; Anos iniciais; Formação inicial e continuada; Ensino de Ciências; Dificuldades na prática; e, Pandemia. Na “Teorização” foi realizado um aprofundamento dos pontos elencados na etapa anterior. Já nas “Hipóteses de Solução”, foram construídos dois manuscritos, que compõem este estudo, o primeiro identificou as dificuldades enfrentadas pelos professores dos Anos Iniciais em sua prática docente, e os resultados inferem que as dificuldades são relacionadas ao interesse e à aprendizagem dos alunos, problemas sociais e a ausência da família na escola. O manuscrito dois investigou as dificuldades enfrentadas na prática docente durante o ensino remoto, e os resultados revelaram que as dificuldades foram a falta de interação professor e aluno, falta de acesso à internet, não entrega de atividades, falta de conhecimento das tecnologias digitais e dificuldade de preparar as aulas para o modelo de ensino remoto. Por fim na “Aplicação à Realidade” foi o momento da reflexão sobre os resultados encontrados, infere-se que as dificuldades enfrentadas cotidianamente pelos professores são inerentes a sua prática, quando, por estarem imersos em um contexto de questões que o sobrecarregam, não relacionam as dificuldades enfrentadas com a sua formação, tampouco conseguem refletir sobre a sua prática. Identificou-se ainda, que nos Anos Iniciais, os professores apresentam um ‘saber sombreado’ em relação ao ensino de Ciências, em função da priorização de outras áreas do conhecimento, como o português e a matemática, presentes nas avaliações em larga escala, pelas questões cotidianas, sociais, familiares e as dificuldades da própria prática. Entre os resultados, aponta-se que a realização de processos formativos, com vistas à reflexão sobre o fazer docente, pode sensibilizar os professores a desenvolver um ensino de Ciências contextualizado e próximo da realidade dos alunos.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAnos iniciaisDificuldadesPrática docenteEnsino de ciênciasEnsino remotoEarly yearsDifficultiesTeaching practiceScience teachingRemote teachingCNPQ::OUTROS::CIENCIASOs anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemiaThe early years and science teaching: difficulties of teaching work in times of pandemicinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCoutinho, Renato Xavierhttp://lattes.cnpq.br/4542170364363130Schirmer, Saul BenhurAmaral, Janine Bochi doPessano, Edward Frederico CastroAmestoy, Micheli Bordolihttp://lattes.cnpq.br/6288306199588731Baccin, Bruna Ambros900500000008600600600600600600600e783c296-21dc-4eeb-9861-59a4bdab4380f1634bca-a2c8-4fd2-b1b9-06e7e1af55f68567c064-3248-422a-9d52-0a10f35a04d2e8e2b031-7993-4376-9237-9706be3a48ff6b9fecfa-6afd-45fa-bdd7-579ad797bc070ec013d1-9b0a-4c95-9fa7-b9b3424820b9reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
dc.title.alternative.eng.fl_str_mv |
The early years and science teaching: difficulties of teaching work in times of pandemic |
title |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
spellingShingle |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia Baccin, Bruna Ambros Anos iniciais Dificuldades Prática docente Ensino de ciências Ensino remoto Early years Difficulties Teaching practice Science teaching Remote teaching CNPQ::OUTROS::CIENCIAS |
title_short |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
title_full |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
title_fullStr |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
title_full_unstemmed |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
title_sort |
Os anos iniciais e o ensino de ciências: dificuldades do trabalho docente em tempos de pandemia |
author |
Baccin, Bruna Ambros |
author_facet |
Baccin, Bruna Ambros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Coutinho, Renato Xavier |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4542170364363130 |
dc.contributor.referee1.fl_str_mv |
Schirmer, Saul Benhur |
dc.contributor.referee2.fl_str_mv |
Amaral, Janine Bochi do |
dc.contributor.referee3.fl_str_mv |
Pessano, Edward Frederico Castro |
dc.contributor.referee4.fl_str_mv |
Amestoy, Micheli Bordoli |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6288306199588731 |
dc.contributor.author.fl_str_mv |
Baccin, Bruna Ambros |
contributor_str_mv |
Coutinho, Renato Xavier Schirmer, Saul Benhur Amaral, Janine Bochi do Pessano, Edward Frederico Castro Amestoy, Micheli Bordoli |
dc.subject.por.fl_str_mv |
Anos iniciais Dificuldades Prática docente Ensino de ciências Ensino remoto |
topic |
Anos iniciais Dificuldades Prática docente Ensino de ciências Ensino remoto Early years Difficulties Teaching practice Science teaching Remote teaching CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Early years Difficulties Teaching practice Science teaching Remote teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
The Early Years of elementary school are the stage responsible for learning the first letters, reading and writing. At this stage, the teaching of science can enable the knowledge of basic concepts of natural sciences, awakening in the student the interest, curiosity and sense of investigation, which will contribute to the intellectual development of the individual. However, teachers face difficulties in their practice due to the numerous issues that permeate their pedagogical work. Thus, the objective of this study was to analyze the difficulties faced by teachers of the Early Years in their practice, before and during the COVID-19 pandemic that caused remote teaching. The proposal was developed in the municipal network of Jaguari, RS, where sixteen teachers participated in the first stage of the study and twenty-one in the second stage. The methodology is characterized as qualitative, of the case study type, in which the research stages are structured based on the five stages of the Arc of Maguerez. Therefore, in the "Observation of reality", a study was carried out in the official documents, interviews, and application of an online questionnaire. In the "Key points", the topics that were deepened in the theorization were established, being: Teacher education; Early years; Initial and continuing education; Science teaching; Difficulties in practice; and, Pandemic. In the "Theorization" a deepening of the points listed in the previous step was carried out. The first one identified the difficulties faced by teachers of the Early Years in their teaching practice, and the results infer that the difficulties are related to the interest and learning of the students, social problems, and the absence of the family at school. Manuscript two investigated the difficulties faced in teaching practice during remote teaching, and the results revealed that the difficulties were lack of teacher and student interaction, lack of internet access, failure to deliver activities, lack of knowledge of digital technologies, and difficulty preparing classes for the remote teaching model. Finally, the "Application to Reality" was the moment to reflect on the results found. It is inferred that the difficulties faced daily by teachers are inherent to their practice, when, because they are immersed in a context of issues that overwhelm them, they do not relate the difficulties faced with their training, nor are able to reflect on their practice. It was also identified that, in the Early Years, teachers have a 'shadowed knowledge' in relation to the teaching of Sciences, due to the prioritization of other areas of knowledge, such as Portuguese and Mathematics, present in the large-scale evaluations, because of daily, social and family issues, and the difficulties of their own practice. Among the results, it is pointed out that the accomplishment of formative processes, aiming at the reflection on the teaching, can sensitize teachers to develop a contextualized science teaching, close to the students' reality. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-05T16:53:58Z |
dc.date.available.fl_str_mv |
2022-05-05T16:53:58Z |
dc.date.issued.fl_str_mv |
2022-02-25 |
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info:eu-repo/semantics/doctoralThesis |
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por |
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900500000008 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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