Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8323 |
Resumo: | From a phenomenological and ecological perspective and an ethnographic approach, the research you have in your hands, or on-screen, investigates field classes in school contexts in terms of their, pedagogical practices, and learning relationships. Therefore, considering that there are a conceptual and theoretical valorization and a true educational interest in field classes in environments considered natural, we propose the analysis of this phenomenon from an epistemological and methodological positioning that, in a way, confronts the modern paradigm and brings out the place of the materiality in the learning world. The main goal was to analyze teachers and student’s trajectory in field classes, linked to science and biology in different school contexts, focus on the senses of nature in the pedagogical practices and learning process production. The study was developed in basic and higher education. Thus, we followed the field classes’ activities from, a 6th-grade private school class, a 2nd high school class from a public school and two bachelor degree and teacher training Biological Science classes from a public university. It is not the point of this investigation to make a comparative study through such different realities, but rather open ways to look at the diversity of these field classes and thus identify convergence points and the dialogue between the different contexts that allow us a theoretical-empirical articulation on the subject focused. The results show field classes have the potential for new relationships with knowledge, by allowing the emergence, in a dynamic process of body perception, from the world of materials, usually hidden or implied in the classroom space, where generally the scientific speech is privileged. Body perception and interactions established in material flow, in natural environments, call a range of sensations in a mutual process of being affected and affecting, contributing to a more sensitive relationship it. This can provide aesthetic experiences that, in turn, lead to ethical sensitivities oriented towards the conservation of nature and respect to life. However, the body perception and the aesthetic experience situated among what "leaks" is the intentionality of field classes in science and biology teaching, generally aimed at the acquisition of scientific knowledge. Making them more present in the pedagogical proposals is possible through an experiential education, attentive to experience aspects itself and guided by more students’ investigative attitudes, understanding that it is in the engagement with the world that we learn about/with it, and this requires a relationship. The teacher can mediate situations where such engagement is possible by educating students' attention to new world perceptions. |
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FARIAS, Carmen Roselaine de OliveiraCARVALHO, Luiz Marcelo deCARVALHO, Isabel Cristina de MouraALMEIDA, Argus Vasconcelos deJÓFILI, Zélia Maria Soareshttp://lattes.cnpq.br/1192715532194789SILVA, Renata Priscila da2019-11-08T13:35:11Z2019-08-30SILVA, Renata Priscila da. Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza. 2019. 310 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8323From a phenomenological and ecological perspective and an ethnographic approach, the research you have in your hands, or on-screen, investigates field classes in school contexts in terms of their, pedagogical practices, and learning relationships. Therefore, considering that there are a conceptual and theoretical valorization and a true educational interest in field classes in environments considered natural, we propose the analysis of this phenomenon from an epistemological and methodological positioning that, in a way, confronts the modern paradigm and brings out the place of the materiality in the learning world. The main goal was to analyze teachers and student’s trajectory in field classes, linked to science and biology in different school contexts, focus on the senses of nature in the pedagogical practices and learning process production. The study was developed in basic and higher education. Thus, we followed the field classes’ activities from, a 6th-grade private school class, a 2nd high school class from a public school and two bachelor degree and teacher training Biological Science classes from a public university. It is not the point of this investigation to make a comparative study through such different realities, but rather open ways to look at the diversity of these field classes and thus identify convergence points and the dialogue between the different contexts that allow us a theoretical-empirical articulation on the subject focused. The results show field classes have the potential for new relationships with knowledge, by allowing the emergence, in a dynamic process of body perception, from the world of materials, usually hidden or implied in the classroom space, where generally the scientific speech is privileged. Body perception and interactions established in material flow, in natural environments, call a range of sensations in a mutual process of being affected and affecting, contributing to a more sensitive relationship it. This can provide aesthetic experiences that, in turn, lead to ethical sensitivities oriented towards the conservation of nature and respect to life. However, the body perception and the aesthetic experience situated among what "leaks" is the intentionality of field classes in science and biology teaching, generally aimed at the acquisition of scientific knowledge. Making them more present in the pedagogical proposals is possible through an experiential education, attentive to experience aspects itself and guided by more students’ investigative attitudes, understanding that it is in the engagement with the world that we learn about/with it, and this requires a relationship. The teacher can mediate situations where such engagement is possible by educating students' attention to new world perceptions.A partir de uma perspectiva fenomenológica e ecológica e de uma abordagem etnográfica, a pesquisa que você tem em mãos, ou na tela, investiga as aulas de campo em contextos escolares em termos de suas relações, práticas pedagógicas e aprendizagens. Para tal, propomos a análise do fenômeno aula de campo a partir de um posicionamento epistemológico e metodológico que, de certo modo, confronta o paradigma moderno e traz à tona o lugar da materialidade do mundo na aprendizagem. O objetivo geral foi analisar percursos de professores e estudantes em aulas de campo, ligadas a ciências e biologia, em diferentes contextos escolares, com atenção aos sentidos da natureza na produção de práticas pedagógicas e processos de aprendizagem. O trabalho de campo foi desenvolvido na educação básica e no ensino superior, a partir do acompanhamento de atividades no 6º ano do ensino fundamental de uma escola particular, no 2º ano do ensino médio de uma escola pública e de duas turmas dos cursos de bacharelado e licenciatura de Ciências Biológicas de uma universidade pública. Não é intenção da pesquisa fazer um estudo comparativo mediante realidades tão distintas, mas sim, abrir caminhos para olhar a diversidade das aulas de campo e assim identificar pontos de convergência e diálogo entre os diferentes contextos que nos permitiam uma articulação teórico-empírica sobre a temática enfocada. Os resultados apontam que as aulas de campo têm potencial para novas relações com o conhecimento ao possibilitarem o aparecimento, em um processo dinâmico de percepção corporal, do mundo dos materiais, geralmente oculto ou subentendido no espaço da sala de aula onde, geralmente, se privilegia o discurso científico. A percepção corporal e as interações estabelecidas com os materiais nos ambientes naturais evocam uma gama de sensações em um processo mútuo de ser afetado e afetar, tornando-se assim mais sensível ao mesmo. Isto pode propiciar experiências estéticas que, por sua vez, conduzem a sensibilidades éticas orientadas para a conservação da natureza e o respeito à vida. Todavia, a percepção corporal e a experiência estética situam-se entre aquilo que “vaza” as intencionalidades das aulas de campo em ensino de ciências e biologia, geralmente voltadas para a aquisição de conhecimentos científicos. Torná-los mais presentes nas propostas pedagógicas é possível mediante uma educação experiencial atenta a aspectos da experiência em si e orientada por posturas mais investigativas dos alunos, entendendo que, é no engajamento com o mundo que aprendemos sobre/com ele, e isto exige uma relação ativa. O professor pode mediar situações nas quais esse engajamento é possível, educando a atenção dos estudantes para novas percepções do mundo.Submitted by Mario BC (mario@bc.ufrpe.br) on 2019-11-08T13:35:11Z No. of bitstreams: 1 Renata Priscila da Silva.pdf: 10026710 bytes, checksum: b275185a9361fb74f9ccca1f4c88e5d6 (MD5)Made available in DSpace on 2019-11-08T13:35:11Z (GMT). No. of bitstreams: 1 Renata Priscila da Silva.pdf: 10026710 bytes, checksum: b275185a9361fb74f9ccca1f4c88e5d6 (MD5) Previous issue date: 2019-08-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoAula de campoPrática pedagógicaEnsino-aprendizagemEpistemologia ecológicaCIENCIAS HUMANAS::EDUCACAOAulas de campo em contextos escolares : práticas e aprendizagens com a naturezainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-6099596823942813476006006006007124334461228751377-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALRenata Priscila da Silva.pdfRenata Priscila da Silva.pdfapplication/pdf10026710http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8323/2/Renata+Priscila+da+Silva.pdfb275185a9361fb74f9ccca1f4c88e5d6MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8323/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/83232019-11-08 10:35:11.323oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:36:49.325355Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
title |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
spellingShingle |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza SILVA, Renata Priscila da Aula de campo Prática pedagógica Ensino-aprendizagem Epistemologia ecológica CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
title_full |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
title_fullStr |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
title_full_unstemmed |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
title_sort |
Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza |
author |
SILVA, Renata Priscila da |
author_facet |
SILVA, Renata Priscila da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
FARIAS, Carmen Roselaine de Oliveira |
dc.contributor.referee1.fl_str_mv |
CARVALHO, Luiz Marcelo de |
dc.contributor.referee2.fl_str_mv |
CARVALHO, Isabel Cristina de Moura |
dc.contributor.referee3.fl_str_mv |
ALMEIDA, Argus Vasconcelos de |
dc.contributor.referee4.fl_str_mv |
JÓFILI, Zélia Maria Soares |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1192715532194789 |
dc.contributor.author.fl_str_mv |
SILVA, Renata Priscila da |
contributor_str_mv |
FARIAS, Carmen Roselaine de Oliveira CARVALHO, Luiz Marcelo de CARVALHO, Isabel Cristina de Moura ALMEIDA, Argus Vasconcelos de JÓFILI, Zélia Maria Soares |
dc.subject.por.fl_str_mv |
Aula de campo Prática pedagógica Ensino-aprendizagem Epistemologia ecológica |
topic |
Aula de campo Prática pedagógica Ensino-aprendizagem Epistemologia ecológica CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
From a phenomenological and ecological perspective and an ethnographic approach, the research you have in your hands, or on-screen, investigates field classes in school contexts in terms of their, pedagogical practices, and learning relationships. Therefore, considering that there are a conceptual and theoretical valorization and a true educational interest in field classes in environments considered natural, we propose the analysis of this phenomenon from an epistemological and methodological positioning that, in a way, confronts the modern paradigm and brings out the place of the materiality in the learning world. The main goal was to analyze teachers and student’s trajectory in field classes, linked to science and biology in different school contexts, focus on the senses of nature in the pedagogical practices and learning process production. The study was developed in basic and higher education. Thus, we followed the field classes’ activities from, a 6th-grade private school class, a 2nd high school class from a public school and two bachelor degree and teacher training Biological Science classes from a public university. It is not the point of this investigation to make a comparative study through such different realities, but rather open ways to look at the diversity of these field classes and thus identify convergence points and the dialogue between the different contexts that allow us a theoretical-empirical articulation on the subject focused. The results show field classes have the potential for new relationships with knowledge, by allowing the emergence, in a dynamic process of body perception, from the world of materials, usually hidden or implied in the classroom space, where generally the scientific speech is privileged. Body perception and interactions established in material flow, in natural environments, call a range of sensations in a mutual process of being affected and affecting, contributing to a more sensitive relationship it. This can provide aesthetic experiences that, in turn, lead to ethical sensitivities oriented towards the conservation of nature and respect to life. However, the body perception and the aesthetic experience situated among what "leaks" is the intentionality of field classes in science and biology teaching, generally aimed at the acquisition of scientific knowledge. Making them more present in the pedagogical proposals is possible through an experiential education, attentive to experience aspects itself and guided by more students’ investigative attitudes, understanding that it is in the engagement with the world that we learn about/with it, and this requires a relationship. The teacher can mediate situations where such engagement is possible by educating students' attention to new world perceptions. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-11-08T13:35:11Z |
dc.date.issued.fl_str_mv |
2019-08-30 |
dc.type.status.fl_str_mv |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Renata Priscila da. Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza. 2019. 310 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8323 |
identifier_str_mv |
SILVA, Renata Priscila da. Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza. 2019. 310 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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