Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/8902 |
Resumo: | This text presents the results of a research carried out in the Strictu Sensu Postgraduate Program, whose objective was to analyze the teaching practices of two teachers in the early years of Elementary School (PE) when they teach Portuguese Language and Science, seeking to detect whether there is or non-convergences in approaches to content and methodologies for science education with progressive characteristics of literacy from the perspective of literacy. With a qualitative approach, the research deals with a case study, in which the teaching practice of teachers was observed, using the field diary and video recording as a recording instrument. The results of the research indicate that although the teachers consider the students' socio-cultural environment, and mobilize several didactic strategies in the classroom, they develop a practice anchored in the principles of the traditional trend. In addition, the research signals that the teaching of Natural Sciences has not been valued in the same way as that of the Portuguese Language and suggests that an expansion of the concept of literacy that encompasses Science Teaching and resignifies itself with the notions of scientific literacy since the children's literacy. |
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Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practiceLa enseñanza de la Lengua Portuguesa y las Ciencias de la Naturaleza en los Primeros Años: un estudio de caso de la práctica docente de los professoresEnsino de Língua Portuguesa e Ciências da Natureza nos Anos Iniciais: um estudo de caso da prática de ensino das professorasAlfabetización; Alfabetización científica; Lengua portuguesa.Alfabetização; Letramento científico; Língua portuguesa. Literacy; Scientific literacy; Portuguese language.This text presents the results of a research carried out in the Strictu Sensu Postgraduate Program, whose objective was to analyze the teaching practices of two teachers in the early years of Elementary School (PE) when they teach Portuguese Language and Science, seeking to detect whether there is or non-convergences in approaches to content and methodologies for science education with progressive characteristics of literacy from the perspective of literacy. With a qualitative approach, the research deals with a case study, in which the teaching practice of teachers was observed, using the field diary and video recording as a recording instrument. The results of the research indicate that although the teachers consider the students' socio-cultural environment, and mobilize several didactic strategies in the classroom, they develop a practice anchored in the principles of the traditional trend. In addition, the research signals that the teaching of Natural Sciences has not been valued in the same way as that of the Portuguese Language and suggests that an expansion of the concept of literacy that encompasses Science Teaching and resignifies itself with the notions of scientific literacy since the children's literacy.Este texto presenta los resultados de una investigación realizada en el Programa de Posgrado Strictu Sensu, cuyo objetivo era analizar las prácticas de enseñanza de dos maestros en los primeros años de la Escuela Primaria (PE) cuando enseñan Lengua y Ciencia portuguesas, buscando detectar si hay No convergencias en los enfoques de contenido y metodologías para la educación científica con características progresivas de alfabetización desde la perspectiva de la alfabetización. Con un enfoque cualitativo, la investigación aborda un estudio de caso, en el que se observó la práctica docente de maestros, utilizando el diario de campo y la grabación de video como instrumento de grabación. Los resultados de la investigación indican que, aunque los docentes consideran el entorno sociocultural de los estudiantes y movilizan várias estrategias didácticas en el aula, desarrollan una práctica anclada en los principios de la tendencia tradicional. Además, la investigación señala que la enseñanza de las ciencias naturales no se ha valorado de la misma manera que la lengua portuguesa y sugiere que una expansión del concepto de alfabetización que abarca la enseñanza de las ciencias y se resignifica con las nociones de alfabetización científica desde la alfabetización infantilAlfabetização; Letramento científico; Língua PortuguesaNeste texto apresenta-se resultado de pesquisa realizada em Programa de Pós-Graduação Strictu Sensu, cujo objetivo foi analisar as práticas de ensino de duas professoras nos anos iniciais do Ensino Fundamental (EF) quando ensinam Língua Portuguesa e Ciências, procurando detectar se há ou não convergências nas abordagens dos conteúdos e metodologias para um ensino de Ciências com características progressistas de alfabetização na perspectiva do letramento. De abordagem qualitativa, a pesquisa trata de estudo de caso, em que observou-se a prática de ensino das professoras, utilizando como instrumento de registro, o diário de Campo e vídeo gravação. Os resultados da pesquisa sinalizam que apesar de as professoras considerarem o ambiente sociocultural dos alunos, e mobilizarem várias estratégias didáticas em sala aula, elas desenvolvem uma prática ancorada nos princípios da tendência tradicional. Além disso, a pesquisa sinaliza que o ensino de Ciências Naturais não tem sido valorizado da mesma forma que o de Língua Portuguesa. Sendo assim, é fortemente sugestivo uma ampliação do conceito de alfabetização que abarque o Ensino de Ciências e se ressignifique com as noções de letramento científico desde a alfabetização das crianças.Research, Society and Development2020-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/890210.33448/rsd-v9i10.8902Research, Society and Development; Vol. 9 No. 10; e8529108902Research, Society and Development; Vol. 9 Núm. 10; e8529108902Research, Society and Development; v. 9 n. 10; e85291089022525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/8902/8286Copyright (c) 2020 JJosenilde Nogueira Paniago; Frederico Augusto Toti; Rosenilde Nogueira Paniagohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPaniago, JJosenilde Nogueira Augusto Toti, FredericoNogueira Paniago, Rosenilde 2020-10-31T12:03:23Zoai:ojs.pkp.sfu.ca:article/8902Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:31:16.418879Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice La enseñanza de la Lengua Portuguesa y las Ciencias de la Naturaleza en los Primeros Años: un estudio de caso de la práctica docente de los professores Ensino de Língua Portuguesa e Ciências da Natureza nos Anos Iniciais: um estudo de caso da prática de ensino das professoras |
title |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
spellingShingle |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice Paniago, JJosenilde Nogueira Alfabetización; Alfabetización científica; Lengua portuguesa. Alfabetização; Letramento científico; Língua portuguesa. Literacy; Scientific literacy; Portuguese language. |
title_short |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
title_full |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
title_fullStr |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
title_full_unstemmed |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
title_sort |
Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice |
author |
Paniago, JJosenilde Nogueira |
author_facet |
Paniago, JJosenilde Nogueira Augusto Toti, Frederico Nogueira Paniago, Rosenilde |
author_role |
author |
author2 |
Augusto Toti, Frederico Nogueira Paniago, Rosenilde |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Paniago, JJosenilde Nogueira Augusto Toti, Frederico Nogueira Paniago, Rosenilde |
dc.subject.por.fl_str_mv |
Alfabetización; Alfabetización científica; Lengua portuguesa. Alfabetização; Letramento científico; Língua portuguesa. Literacy; Scientific literacy; Portuguese language. |
topic |
Alfabetización; Alfabetización científica; Lengua portuguesa. Alfabetização; Letramento científico; Língua portuguesa. Literacy; Scientific literacy; Portuguese language. |
description |
This text presents the results of a research carried out in the Strictu Sensu Postgraduate Program, whose objective was to analyze the teaching practices of two teachers in the early years of Elementary School (PE) when they teach Portuguese Language and Science, seeking to detect whether there is or non-convergences in approaches to content and methodologies for science education with progressive characteristics of literacy from the perspective of literacy. With a qualitative approach, the research deals with a case study, in which the teaching practice of teachers was observed, using the field diary and video recording as a recording instrument. The results of the research indicate that although the teachers consider the students' socio-cultural environment, and mobilize several didactic strategies in the classroom, they develop a practice anchored in the principles of the traditional trend. In addition, the research signals that the teaching of Natural Sciences has not been valued in the same way as that of the Portuguese Language and suggests that an expansion of the concept of literacy that encompasses Science Teaching and resignifies itself with the notions of scientific literacy since the children's literacy. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-21 |
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://rsdjournal.org/index.php/rsd/article/view/8902 10.33448/rsd-v9i10.8902 |
url |
https://rsdjournal.org/index.php/rsd/article/view/8902 |
identifier_str_mv |
10.33448/rsd-v9i10.8902 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/8902/8286 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 10; e8529108902 Research, Society and Development; Vol. 9 Núm. 10; e8529108902 Research, Society and Development; v. 9 n. 10; e8529108902 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052660816281600 |