Metodologia de Projetos e a Formação Didático Pedagógica de Professores de Química no Instituto Federal de Goiás - campus Itumbiara

• Autor(a) principal: Andrade, Lígia Viana
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/21931; http://dx.doi.org/10.14393/ufu.te.2018.781
• topic: Educação em Química; Education in Chemistry; Ensino e Aprendizagem; Teaching and Learning; Metodologia de Projetos; Project Methodology; Química; Chemistry; Química - Estudo e ensino; Chemistry - Study and Teaching; Professores de química - Formação; Chemistry Teachers - Formation; Instituto Federal de Educação, Ciência e Tecnologia de Goiás; Federal Institute of Education, Science and Technology of Goiás; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research was organized from thoughts about curricular structuring in Chemistry Teaching Degree courses and the possibilities of improvements in the teaching and learning processes of those courses, with the proposal of work based on an alternative didactic pedagogical perspective, represented by the methodology of projects. The main locus for carrying out the study and development of the work proposal based on the methodology of the projects was the Chemistry Teaching Degree course of the Federal Institute of Goiás (FIG), Itumbiara’s campus. It was tried to organize in this study theoretical and practical elements that could serve as subsidies for new institutional practices in this course. Regarding the bibliographical research stage, a historical retrospective of education in Brazil, from the Jesuit period to the organization of the first Brazilian universities, was outlined. Also reviewed were the legal guidelines governing national education nowadays. About the Federal Institutes of Education, Science and Technology, a historical re-reading and regulatory aspects of these institutions were organized. A review of the literature on the constructivism in Piagetian optics, the socioconstrutivism of Vygotsky and the historical-critical perspective of Saviani was made, in order to base the proposal of adopting the work based on the methodology of projects. Practical references of the use of the project methodology were evidenced, with detailed description of two experiments carried out at FIG, Itumbiara’s campus. The first one related the teaching of the "proteins" theme to the Afro-Brazilian and African history and presented as one of the results the elaboration of an apostille, evaluated and corrected by the professors of Chemistry at FIG, representing the collective and interdisciplinary work accomplished by the methodology of projects. The second experiment reported consisted of the development of a didactic sequence with the theme "energy" for a visually impaired student and also resulted in the production of teaching materials. As for the methodological procedures, the quantitative and qualitative approaches were chosen to deal with the research problem from different perspectives. Documentary research was carried out through documents provided by the Regional Coordination of Education, Culture and Sport of Itumbiara, Goiás, to collect information on the chemistry professors working in the year 2017, in the public schools at the city of Itumbiara. Data were also collected through the e-MEC portal to know the distribution of undergraduate courses of Chemistry, free of charge and in person, by state and region of Brazil. In addition to the documentary stage, a field research was carried out, in which questionnaires were applied to know the profiles and conceptions of two distinct groups, the first one, the professors of Chemistry, acting in the public schools of Itumbiara, and the second one, the professors of FIG, Itumbiara’s campus. This movement of data collection and organization aimed to subsidize the proposal of using the project methodology as a formal practice to be organized in the eight semesters of the Chemistry Teaching Degree course of Itumbiara’s campus, which already represented a concern of the Structuring Teaching Nucleus of the course, to promote the integration of knowledge and disciplines. To this proposal, it was given the name of integrating project, since it will try to promote greater integration between teachers in specific areas and pedagogical didactics of the course, trying to achieve more meaningful, contextualized and integrative teaching.