Science teaching and continuing education of literacy teachers: recognizing the research field

Detalhes bibliográficos
Autor(a) principal: Gonçalves, Emerson Nunes da Costa
Data de Publicação: 2019
Outros Autores: Compiani, Mauricio, Magalhães Júnior, Carlo Alberto de Oliveira
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/10507
Resumo: Science teaching in the early years of elementary education presents an important research field regarding children’s scientific literacy in this segment of education. First, for the typical curiosity of this age range, and later, for the need to build citizen profiles that are reflective and critic to their living environment. However, on the demands for reading and writing appropriation, little attention is given to the construction of Science knowledge, especially in the first three years of elementary education, period of transition between Pre-school and Elementary School. In the perspective of the appreciation of Science teaching during literacy, this study aimed to identify and analyze researches, theses, and dissertations that discuss the continuing education of literacy teachers as mediators of scientific knowledge in the Literacy Cycle. For the study, it was used the Catalog of Theses and Dissertations of the Higher Education Personnel Improvement Coordination (Capes), within the delimited period from 2007 to 2018. There have been retrieved 73 works, of which, 31 address the continuing education of teachers of elementary school, focused on Science education, demonstrating an increase in the number of researches that show this interest. But of those, only 03 Master’s dissertations were dedicated to the continuing education of literacy teachers, indicating a need for research that may collaborate with new guidance for scientific literacy mediated by the teacher who lectures reading and writing.
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spelling Science teaching and continuing education of literacy teachers: recognizing the research fieldO ensino de ciências e a formação continuada de professores alfabetizadores: reconhecendo o campo de pesquisaEnsino de CiênciasCiclo básico de alfabetização; Alfabetização; Educação continuada; Educação científicaBasic Literacy Cycle; Literacy; Continuing Education; Scientific EducationScience teaching in the early years of elementary education presents an important research field regarding children’s scientific literacy in this segment of education. First, for the typical curiosity of this age range, and later, for the need to build citizen profiles that are reflective and critic to their living environment. However, on the demands for reading and writing appropriation, little attention is given to the construction of Science knowledge, especially in the first three years of elementary education, period of transition between Pre-school and Elementary School. In the perspective of the appreciation of Science teaching during literacy, this study aimed to identify and analyze researches, theses, and dissertations that discuss the continuing education of literacy teachers as mediators of scientific knowledge in the Literacy Cycle. For the study, it was used the Catalog of Theses and Dissertations of the Higher Education Personnel Improvement Coordination (Capes), within the delimited period from 2007 to 2018. There have been retrieved 73 works, of which, 31 address the continuing education of teachers of elementary school, focused on Science education, demonstrating an increase in the number of researches that show this interest. But of those, only 03 Master’s dissertations were dedicated to the continuing education of literacy teachers, indicating a need for research that may collaborate with new guidance for scientific literacy mediated by the teacher who lectures reading and writing.O ensino de Ciências nos anos iniciais da Educação Básica apresenta campo de pesquisa importante no que tange à alfabetização científica para crianças nesse segmento do ensino. Primeiro, pela curiosidade típica da faixa etária, e, depois, pela necessidade da construção de perfis de cidadãos reflexivos e críticos dos seus contextos vividos. Porém, pelas exigências quanto à apropriação da leitura e da escrita, dentre outros fatores, pouco se dá a devida atenção à construção de conhecimentos sobre ciência, principalmente, nos três primeiros anos do Ensino Fundamental (EF), período de transição entre a Educação Infantil e o EF. Na perspectiva de valorização do ensino de Ciências durante a alfabetização, este trabalho objetivou identificar e analisar pesquisas, teses e dissertações, que discutem a educação continuada de professores alfabetizadores como mediadores do conhecimento científico no Ciclo de Alfabetização. Para o levantamento, foi utilizado o Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), delimitado o período de 2007 a 2018. Foram recuperados 73 trabalhos, dos quais, 31 tratavam da formação continuada de professores dos anos iniciais, focada no ensino de Ciências, demonstrando aumento do número de pesquisas que apresentam esse interesse. Porém, desse total, foram identificadas apenas 03 dissertações de mestrado que se dedicaram à formação continuada de professores alfabetizadores, indicando a necessidade da realização de pesquisas que possam colaborar com novos direcionamentos da alfabetização científica mediada pelo professor que ensina a ler e escrever.Universidade Tecnológica Federal do Paraná (UTFPR)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESGonçalves, Emerson Nunes da CostaCompiani, MauricioMagalhães Júnior, Carlo Alberto de Oliveira2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê TemáticoEstado do Conhecimentoapplication/pdfapplication/pdftext/htmltext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/1050710.3895/actio.v4n3.10507ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 270-291ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 270-2912525-892310.3895/actio.v4n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporenghttps://periodicos.utfpr.edu.br/actio/article/view/10507/7027https://periodicos.utfpr.edu.br/actio/article/view/10507/7028https://periodicos.utfpr.edu.br/actio/article/view/10507/7360https://periodicos.utfpr.edu.br/actio/article/view/10507/7361Direitos autorais 2020 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:42Zoai:periodicos.utfpr:article/10507Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:53:42Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Science teaching and continuing education of literacy teachers: recognizing the research field
O ensino de ciências e a formação continuada de professores alfabetizadores: reconhecendo o campo de pesquisa
title Science teaching and continuing education of literacy teachers: recognizing the research field
spellingShingle Science teaching and continuing education of literacy teachers: recognizing the research field
Gonçalves, Emerson Nunes da Costa
Ensino de Ciências
Ciclo básico de alfabetização; Alfabetização; Educação continuada; Educação científica
Basic Literacy Cycle; Literacy; Continuing Education; Scientific Education
title_short Science teaching and continuing education of literacy teachers: recognizing the research field
title_full Science teaching and continuing education of literacy teachers: recognizing the research field
title_fullStr Science teaching and continuing education of literacy teachers: recognizing the research field
title_full_unstemmed Science teaching and continuing education of literacy teachers: recognizing the research field
title_sort Science teaching and continuing education of literacy teachers: recognizing the research field
author Gonçalves, Emerson Nunes da Costa
author_facet Gonçalves, Emerson Nunes da Costa
Compiani, Mauricio
Magalhães Júnior, Carlo Alberto de Oliveira
author_role author
author2 Compiani, Mauricio
Magalhães Júnior, Carlo Alberto de Oliveira
author2_role author
author
dc.contributor.none.fl_str_mv
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
dc.contributor.author.fl_str_mv Gonçalves, Emerson Nunes da Costa
Compiani, Mauricio
Magalhães Júnior, Carlo Alberto de Oliveira
dc.subject.por.fl_str_mv Ensino de Ciências
Ciclo básico de alfabetização; Alfabetização; Educação continuada; Educação científica
Basic Literacy Cycle; Literacy; Continuing Education; Scientific Education
topic Ensino de Ciências
Ciclo básico de alfabetização; Alfabetização; Educação continuada; Educação científica
Basic Literacy Cycle; Literacy; Continuing Education; Scientific Education
description Science teaching in the early years of elementary education presents an important research field regarding children’s scientific literacy in this segment of education. First, for the typical curiosity of this age range, and later, for the need to build citizen profiles that are reflective and critic to their living environment. However, on the demands for reading and writing appropriation, little attention is given to the construction of Science knowledge, especially in the first three years of elementary education, period of transition between Pre-school and Elementary School. In the perspective of the appreciation of Science teaching during literacy, this study aimed to identify and analyze researches, theses, and dissertations that discuss the continuing education of literacy teachers as mediators of scientific knowledge in the Literacy Cycle. For the study, it was used the Catalog of Theses and Dissertations of the Higher Education Personnel Improvement Coordination (Capes), within the delimited period from 2007 to 2018. There have been retrieved 73 works, of which, 31 address the continuing education of teachers of elementary school, focused on Science education, demonstrating an increase in the number of researches that show this interest. But of those, only 03 Master’s dissertations were dedicated to the continuing education of literacy teachers, indicating a need for research that may collaborate with new guidance for scientific literacy mediated by the teacher who lectures reading and writing.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-31
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
Estado do Conhecimento
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10507
10.3895/actio.v4n3.10507
url https://periodicos.utfpr.edu.br/actio/article/view/10507
identifier_str_mv 10.3895/actio.v4n3.10507
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10507/7027
https://periodicos.utfpr.edu.br/actio/article/view/10507/7028
https://periodicos.utfpr.edu.br/actio/article/view/10507/7360
https://periodicos.utfpr.edu.br/actio/article/view/10507/7361
dc.rights.driver.fl_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/html
text/html
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 270-291
ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 270-291
2525-8923
10.3895/actio.v4n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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