A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9295 |
Resumo: | Studying the continuing education of teachers of Natural Sciences and Mathematics made it possible to understand how this object of study, which has enormous scientific relevance, contributes to changes not only in the educational area, but principally in the social reality in which it is inserted. In this perspective, we use elements of transdisciplinarity to guide our actions, since we believe that the formative processes enable the educator to reframe his teaching practice. Thus, considering the various elements that make up teacher education, we list continuing education in the private school system as a way of enabling the dialogue between theory and practice. We established as a research field a private basic education institution, located in the city of Camaragibe, in the state of Pernambuco. Besides, we asked some questions that lead us to the central problem of the research: What are the conceptions of transdisciplinarity presented by teachers of Natural Sciences and Mathematics before and after the training process?; What are the indicators of transdisciplinary attitude present in a training process based on transdisciplinarity?; How does the teacher of Natural Sciences and Mathematics understand continuing education? The considerations about these questions made it possible to elaborate there search problem in the following sense: How does transdisciplinarity contribute to the continuing education of teachers of Natural Sciences and Mathematics in Camaragibe - PE? This question outlined the general objective in order to understand how transdisciplinarity contributes to the continuing education of teachers of Natural Sciences and Mathematics. We used the Interactive Didactic Sequence as the main data collection technique, with the questionnaire as support. SDI is based on the following theoretical and methodological assumptions: Complexity, Dialectics, Dialogicity, Hermeneutics and Systemic Thinking. Six teachers working in the disciplines of Biology, Physics, Mathematics and Chemistry participated in this research. For the treatment of the obtained data we use the Interactive Dialectic Hermeneutic Analysis. The results show that the concept of transdisciplinarity presented by the social actors during the continuing education approached the theoretical foundation that guided the research. Regarding the indicators of transdisciplinary attitude, we diagnose the presence of those who demonstrate care for each other in the search for the development of knowledge, moreover, we identified that the indicator “learning to learn” was present through out the process. Educators understand continuing education as a relevant space for professional improvement, but point out that the main difficulty is the lack of time for activities of this type. Thus, it is certain that transdisciplinarity when present in the training processes of teachers in the Natural Sciences and Mathematics, enables the dialogue between the most different knowledge, as it brings the curricular contents closer to real problems experienced by the school community. However, it should not be said that the teaching practice was totally transdisciplinary, what was noticed was the existence of interactions between knowledge, sometimes in an interdisciplinary way and sometimes in a transdisciplinary way. |
id |
URPE_8abb3b4f13cdec2402e6645800fb9d77 |
---|---|
oai_identifier_str |
oai:tede2:tede2/9295 |
network_acronym_str |
URPE |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UFRPE |
repository_id_str |
|
spelling |
OLIVEIRA, Maria Marly deARAÚJO, Monica Lopes FolenaLINDOSO, Rosângela Cely BrancoBARBOSA, João Justino2023-08-10T12:07:30Z2020-02-28BARBOSA, João Justino. A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE. 2020. 181 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9295Studying the continuing education of teachers of Natural Sciences and Mathematics made it possible to understand how this object of study, which has enormous scientific relevance, contributes to changes not only in the educational area, but principally in the social reality in which it is inserted. In this perspective, we use elements of transdisciplinarity to guide our actions, since we believe that the formative processes enable the educator to reframe his teaching practice. Thus, considering the various elements that make up teacher education, we list continuing education in the private school system as a way of enabling the dialogue between theory and practice. We established as a research field a private basic education institution, located in the city of Camaragibe, in the state of Pernambuco. Besides, we asked some questions that lead us to the central problem of the research: What are the conceptions of transdisciplinarity presented by teachers of Natural Sciences and Mathematics before and after the training process?; What are the indicators of transdisciplinary attitude present in a training process based on transdisciplinarity?; How does the teacher of Natural Sciences and Mathematics understand continuing education? The considerations about these questions made it possible to elaborate there search problem in the following sense: How does transdisciplinarity contribute to the continuing education of teachers of Natural Sciences and Mathematics in Camaragibe - PE? This question outlined the general objective in order to understand how transdisciplinarity contributes to the continuing education of teachers of Natural Sciences and Mathematics. We used the Interactive Didactic Sequence as the main data collection technique, with the questionnaire as support. SDI is based on the following theoretical and methodological assumptions: Complexity, Dialectics, Dialogicity, Hermeneutics and Systemic Thinking. Six teachers working in the disciplines of Biology, Physics, Mathematics and Chemistry participated in this research. For the treatment of the obtained data we use the Interactive Dialectic Hermeneutic Analysis. The results show that the concept of transdisciplinarity presented by the social actors during the continuing education approached the theoretical foundation that guided the research. Regarding the indicators of transdisciplinary attitude, we diagnose the presence of those who demonstrate care for each other in the search for the development of knowledge, moreover, we identified that the indicator “learning to learn” was present through out the process. Educators understand continuing education as a relevant space for professional improvement, but point out that the main difficulty is the lack of time for activities of this type. Thus, it is certain that transdisciplinarity when present in the training processes of teachers in the Natural Sciences and Mathematics, enables the dialogue between the most different knowledge, as it brings the curricular contents closer to real problems experienced by the school community. However, it should not be said that the teaching practice was totally transdisciplinary, what was noticed was the existence of interactions between knowledge, sometimes in an interdisciplinary way and sometimes in a transdisciplinary way.Estudar a formação continuada de professores de ciências da natureza e matemática possibilitou a compreensão de como esse objeto de estudo, que apresenta enorme relevância científica, contribui para que ocorram mudanças não somente na área educacional, mas principalmente na realidade social em que se está inserido. Nessa perspectiva, utilizamos elementos da transdisciplinaridade para guiar nossas ações, uma vez que acreditamos que os processos formativos possibilitam ao educador a ressignificação da sua prática docente. Assim, considerando os diversos elementos que constituem a formação de professores, elencamos a formação continuada na rede particular de ensino como forma de possibilitar o diálogo entre a teoria e a prática. Estabelecemos como campo de pesquisa uma instituição de ensino básico da rede particular, localizada na cidade de Camaragibe, no estado do Pernambuco. Além disso, realizamos alguns questionamentos que nos remetem ao problema central da pesquisa: Quais são as concepções de transdisciplinaridade apresentadas por professores de ciências da natureza e de matemática antes e depois do processo formativo?; Quais são os indicadores de atitude transdisciplinar presentes em um processo formativo baseado na transdisciplinaridade?; Como o professor de ciências da natureza e matemática entende a formação continuada? As ponderações sobre essas questões possibilitaram a elaboração do problema da pesquisa no seguinte sentido: Como a transdisciplinaridade contribui para a formação continuada de professores de ciências da natureza e de matemática de Camaragibe – PE? Essa questão delimitou o objetivo geral no sentido de compreender como a transdisciplinaridade contribui para a formação continuada de professores de ciências da natureza e de matemática. Utilizamos como técnicas para a coleta de dados a Sequência Didática Interativa e o questionário. A SDI está alicerçada sobre os seguintes pressupostos teóricos e metodológicos: a Complexidade, a Dialética, a Dialogicidade, a Hermenêutica e o Pensamento Sistêmico. Participaram dessa pesquisa seis professores atuantes nas disciplinas de Biologia, Física, Matemática e Química. Para os tratamentos dos dados obtidos utilizamos a Análise Hermenêutica Dialética Interativa. Os resultados apontam que o conceito de transdisciplinaridade apresentado pelos atores sociais durante a formação continuada se aproximou da fundamentação teórica que guiou a pesquisa. Em relação aos indicadores de atitude transdisciplinar, diagnosticamos a presença daqueles que demonstram o cuidado com o outro na busca pelo desenvolvimento do conhecimento, além do mais, identificamos que o indicador “aprender a aprender” se fez presente durante todo o processo. Os educadores compreendem a formação continuada como um espaço pertinente para o aprimoramento profissional, porém apontam que a principal dificuldade é a falta de tempo para atividades desse tipo. Assim, é certo que a transdisciplinaridade quando presente em processos formativos de professores das ciências da natureza e de matemática, possibilita o diálogo entre os mais diferentes conhecimentos, pois aproxima os conteúdos curriculares de problemas reais vivenciados pela comunidade escolar. Entretanto, não se deve afirmar que a prática docente foi totalmente transdisciplinar, o que se percebeu foi a existência de interações entre os saberes, ora de maneira interdisciplinar ora de modo transdisciplinar.Submitted by Mario BC (mario@bc.ufrpe.br) on 2023-08-10T12:07:30Z No. of bitstreams: 1 Joao Justino Barbosa.pdf: 1320088 bytes, checksum: c70cae18372a9209327c9cc8bcee8b03 (MD5)Made available in DSpace on 2023-08-10T12:07:30Z (GMT). No. of bitstreams: 1 Joao Justino Barbosa.pdf: 1320088 bytes, checksum: c70cae18372a9209327c9cc8bcee8b03 (MD5) Previous issue date: 2020-02-28application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoFormação de professoresTransdisciplinaridadeFormação continuadaCIENCIAS HUMANAS::EDUCACAOA transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PEinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALJoao Justino Barbosa.pdfJoao Justino Barbosa.pdfapplication/pdf1320088http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9295/2/Joao+Justino+Barbosa.pdfc70cae18372a9209327c9cc8bcee8b03MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9295/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/92952023-08-10 09:07:30.139oai: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:2024-05-28T12:38:05.530591Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
title |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
spellingShingle |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE BARBOSA, João Justino Formação de professores Transdisciplinaridade Formação continuada CIENCIAS HUMANAS::EDUCACAO |
title_short |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
title_full |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
title_fullStr |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
title_full_unstemmed |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
title_sort |
A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE |
author |
BARBOSA, João Justino |
author_facet |
BARBOSA, João Justino |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
OLIVEIRA, Maria Marly de |
dc.contributor.referee1.fl_str_mv |
ARAÚJO, Monica Lopes Folena |
dc.contributor.referee2.fl_str_mv |
LINDOSO, Rosângela Cely Branco |
dc.contributor.author.fl_str_mv |
BARBOSA, João Justino |
contributor_str_mv |
OLIVEIRA, Maria Marly de ARAÚJO, Monica Lopes Folena LINDOSO, Rosângela Cely Branco |
dc.subject.por.fl_str_mv |
Formação de professores Transdisciplinaridade Formação continuada |
topic |
Formação de professores Transdisciplinaridade Formação continuada CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Studying the continuing education of teachers of Natural Sciences and Mathematics made it possible to understand how this object of study, which has enormous scientific relevance, contributes to changes not only in the educational area, but principally in the social reality in which it is inserted. In this perspective, we use elements of transdisciplinarity to guide our actions, since we believe that the formative processes enable the educator to reframe his teaching practice. Thus, considering the various elements that make up teacher education, we list continuing education in the private school system as a way of enabling the dialogue between theory and practice. We established as a research field a private basic education institution, located in the city of Camaragibe, in the state of Pernambuco. Besides, we asked some questions that lead us to the central problem of the research: What are the conceptions of transdisciplinarity presented by teachers of Natural Sciences and Mathematics before and after the training process?; What are the indicators of transdisciplinary attitude present in a training process based on transdisciplinarity?; How does the teacher of Natural Sciences and Mathematics understand continuing education? The considerations about these questions made it possible to elaborate there search problem in the following sense: How does transdisciplinarity contribute to the continuing education of teachers of Natural Sciences and Mathematics in Camaragibe - PE? This question outlined the general objective in order to understand how transdisciplinarity contributes to the continuing education of teachers of Natural Sciences and Mathematics. We used the Interactive Didactic Sequence as the main data collection technique, with the questionnaire as support. SDI is based on the following theoretical and methodological assumptions: Complexity, Dialectics, Dialogicity, Hermeneutics and Systemic Thinking. Six teachers working in the disciplines of Biology, Physics, Mathematics and Chemistry participated in this research. For the treatment of the obtained data we use the Interactive Dialectic Hermeneutic Analysis. The results show that the concept of transdisciplinarity presented by the social actors during the continuing education approached the theoretical foundation that guided the research. Regarding the indicators of transdisciplinary attitude, we diagnose the presence of those who demonstrate care for each other in the search for the development of knowledge, moreover, we identified that the indicator “learning to learn” was present through out the process. Educators understand continuing education as a relevant space for professional improvement, but point out that the main difficulty is the lack of time for activities of this type. Thus, it is certain that transdisciplinarity when present in the training processes of teachers in the Natural Sciences and Mathematics, enables the dialogue between the most different knowledge, as it brings the curricular contents closer to real problems experienced by the school community. However, it should not be said that the teaching practice was totally transdisciplinary, what was noticed was the existence of interactions between knowledge, sometimes in an interdisciplinary way and sometimes in a transdisciplinary way. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-28 |
dc.date.accessioned.fl_str_mv |
2023-08-10T12:07:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
BARBOSA, João Justino. A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE. 2020. 181 f. Dissertação (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/tede2/9295 |
identifier_str_mv |
BARBOSA, João Justino. A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE. 2020. 181 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
url |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9295 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-609959682394281347 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
7124334461228751377 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural de Pernambuco |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino das Ciências |
dc.publisher.initials.fl_str_mv |
UFRPE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Departamento de Educação |
publisher.none.fl_str_mv |
Universidade Federal Rural de Pernambuco |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFRPE instname:Universidade Federal Rural de Pernambuco (UFRPE) instacron:UFRPE |
instname_str |
Universidade Federal Rural de Pernambuco (UFRPE) |
instacron_str |
UFRPE |
institution |
UFRPE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFRPE |
collection |
Biblioteca Digital de Teses e Dissertações da UFRPE |
bitstream.url.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9295/2/Joao+Justino+Barbosa.pdf http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9295/1/license.txt |
bitstream.checksum.fl_str_mv |
c70cae18372a9209327c9cc8bcee8b03 bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE) |
repository.mail.fl_str_mv |
bdtd@ufrpe.br ||bdtd@ufrpe.br |
_version_ |
1810102274306867200 |