Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Actio (Curitiba) |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/13668 |
Resumo: | This article deals with part of the results of a master's research, which sought to analyze how and if teachers in the three years of the literacy cycle worked in science from the perspective of scientific literacy (PEREIRA, 2015). In this text, the pedagogical practice of a third-year teacher is explored and analyzed. The investigation was developed taking into account the precepts of qualitative research, whose focus is the search for understanding the studied phenomena (OLIVEIRA, 2013; GIL, 2010). For the production and analysis of data, the basis were the teaching cases (NONO; MIZUKAMI, 2002; NONO, 2005; SHULMAN, 2005; DARLING-HAMMOND et al., 2005; DOMINGUES, 2013), with video recording as an ally. The teaching cases are characterized by the reflective account of a pedagogical action in the classroom, analyzed in the light of pedagogical theory, by the teacher himself. The teachers chose ccience teaching moments to record, with this, I was able to understand imperceptible nuances without the help of this equipment (LOIZOS, 2008; ROSE, 2008; GARCEZ, DUARTE and EISENBERG, 2011). In the investigation I chose, from the theoretical construct of scientific literacy, - which enables a resumption of the understanding of what science is and, therefore, what it is to teach ccience - combining to this, dimensions that expand the teaching of science (LORENZETTI and DELIZOICOV, 2001; SASSERRON and CARVALHO, 2008, 2011; FERREIRA et al., 2017), from the research carried out and the researcher's practice in Basic Education classes, five aspects considered important for teaching Science in this perspective: relationship, analysis, inference, observation and raising of hypotheses. The teacher's practice has pedagogical potential, which reveals her place as a teacher. However, it portrays both pedagogical and didactic inadequacies, as well as content. These aspects demonstrate the importance of formation to teach science from the perspective of training from within the profession (NÓVOA, 2012), which includes the specifics of the teaching, school and community in which it operates, seeking the professional development of teaching and the teacher. Therefore, based on the reflections presented, investment and increase in continuous policies for the formation of teachers to teach science from the early years are defended. A formation that enables the (re)construction of being a teacher and teaching professionalism, seeking to combine these dimensions with the perspective of scientific literacy, as qualifiers of the pedagogical action to teach science. |
id |
UTFPR-13_e2e7038ca61b38ff1ef3a122308c205e |
---|---|
oai_identifier_str |
oai:periodicos.utfpr:article/13668 |
network_acronym_str |
UTFPR-13 |
network_name_str |
Actio (Curitiba) |
repository_id_str |
|
spelling |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycleEnsino de ciências na perspectiva da alfabetização científica e a prática pedagógica num terceiro ano do ciclo de alfabetizaçãoEnsino AprendizagemEnsino de ciências; Alfabetização Científica; Formação de Professores; Desenvolvimento Profissional DocenteScience teaching; Scientific Literacy; Teacher formation/ Teacher professional developmentThis article deals with part of the results of a master's research, which sought to analyze how and if teachers in the three years of the literacy cycle worked in science from the perspective of scientific literacy (PEREIRA, 2015). In this text, the pedagogical practice of a third-year teacher is explored and analyzed. The investigation was developed taking into account the precepts of qualitative research, whose focus is the search for understanding the studied phenomena (OLIVEIRA, 2013; GIL, 2010). For the production and analysis of data, the basis were the teaching cases (NONO; MIZUKAMI, 2002; NONO, 2005; SHULMAN, 2005; DARLING-HAMMOND et al., 2005; DOMINGUES, 2013), with video recording as an ally. The teaching cases are characterized by the reflective account of a pedagogical action in the classroom, analyzed in the light of pedagogical theory, by the teacher himself. The teachers chose ccience teaching moments to record, with this, I was able to understand imperceptible nuances without the help of this equipment (LOIZOS, 2008; ROSE, 2008; GARCEZ, DUARTE and EISENBERG, 2011). In the investigation I chose, from the theoretical construct of scientific literacy, - which enables a resumption of the understanding of what science is and, therefore, what it is to teach ccience - combining to this, dimensions that expand the teaching of science (LORENZETTI and DELIZOICOV, 2001; SASSERRON and CARVALHO, 2008, 2011; FERREIRA et al., 2017), from the research carried out and the researcher's practice in Basic Education classes, five aspects considered important for teaching Science in this perspective: relationship, analysis, inference, observation and raising of hypotheses. The teacher's practice has pedagogical potential, which reveals her place as a teacher. However, it portrays both pedagogical and didactic inadequacies, as well as content. These aspects demonstrate the importance of formation to teach science from the perspective of training from within the profession (NÓVOA, 2012), which includes the specifics of the teaching, school and community in which it operates, seeking the professional development of teaching and the teacher. Therefore, based on the reflections presented, investment and increase in continuous policies for the formation of teachers to teach science from the early years are defended. A formation that enables the (re)construction of being a teacher and teaching professionalism, seeking to combine these dimensions with the perspective of scientific literacy, as qualifiers of the pedagogical action to teach science.O presente artigo versa sobre parte dos resultados de uma pesquisa de mestrado, que buscou analisar como e se professoras dos três anos do ciclo de alfabetização trabalhavam ciências na perspectiva da alfabetização científica (PEREIRA, 2015). Neste texto, é explorada e analisada a prática pedagógica de uma professora do terceiro ano. A investigação foi desenvolvida, levando em conta os preceitos da pesquisa qualitativa, cujo foco é a busca de compreensão dos fenômenos estudados (OLIVEIRA, 2013; GIL, 2010). Para produção e análise dos dados, a base foram os casos de ensino (NONO; MIZUKAMI, 2002; NONO, 2005; SHULMAN, 2005; DARLING-HAMMOND et al., 2005; DOMINGUES, 2013), tendo a videogravação como aliada. Os casos de ensino caracterizam-se pela contação reflexiva de uma ação pedagógica em sala de aula, analisada a luz da teoria pedagógica, pelo próprio docente. As professoras elegeram momentos de ensino de ciências para gravar, com isso, pude compreender nuances imperceptíveis sem o auxílio deste equipamento (LOIZOS, 2008; ROSE, 2008; GARCEZ, DUARTE e EISENBERG, 2011). Na investigação elegi, a partir do construto teórico da alfabetização científica, - a qual possibilita uma retomada das compreensões do que é ciência e, por conseguinte, do que é ensinar ciências - aliando a este, dimensões que ampliam o ensino de ciências (LORENZETTI e DELIZOICOV, 2001; SASSERRON e CARVALHO, 2008, 2011; FERREIRA et al., 2017), da pesquisa realizada e da prática do pesquisador em classes da Educação Básica, cinco aspectos considerados importantes para ensinar ciências nesta perspectiva: relação, análise, inferência, observação e levantamento de hipóteses. A prática da professora possui potencial pedagógico, o que revela o seu lugar como docente. Entretanto, retrata inadequações tanto pedagógicas quanto didáticas, bem como de conteúdo. Esses aspectos demonstram a importância da formação para ensinar ciências a partir da perspectiva da formação por dentro da profissão (NÓVOA, 2012), que contempla as especificidades da ação docente, da escola e da comunidade em que está inserida, buscando o desenvolvimento profissional da docência e do docente. Defende-se, portanto, a partir das reflexões apresentadas, investimento e incremento de políticas contínuas para a formação de professores para ensinar ciências desde os anos iniciais. Uma formação que possibilite a (re)construção do ser professor e da profissionalidade docente, buscando aliar essas dimensões à perspectiva da alfabetização científica, como qualificadoras da ação pedagógica para ensinar ciências.Universidade Tecnológica Federal do Paraná (UTFPR)CAPESMartins Pereira, Igor Daniel2021-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoPesquisaapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1366810.3895/actio.v6n3.13668ACTIO: Teaching in Sciences; v. 6, n. 3 (2021); 1-23ACTIO: Docência em Ciências; v. 6, n. 3 (2021); 1-232525-892310.3895/actio.v6n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/13668/8608https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13668/2122Direitos autorais 2021 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-26T14:10:28Zoai:periodicos.utfpr:article/13668Revistahttps://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:2022-10-26T14:10:28Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle Ensino de ciências na perspectiva da alfabetização científica e a prática pedagógica num terceiro ano do ciclo de alfabetização |
title |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
spellingShingle |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle Martins Pereira, Igor Daniel Ensino Aprendizagem Ensino de ciências; Alfabetização Científica; Formação de Professores; Desenvolvimento Profissional Docente Science teaching; Scientific Literacy; Teacher formation/ Teacher professional development |
title_short |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
title_full |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
title_fullStr |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
title_full_unstemmed |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
title_sort |
Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle |
author |
Martins Pereira, Igor Daniel |
author_facet |
Martins Pereira, Igor Daniel |
author_role |
author |
dc.contributor.none.fl_str_mv |
CAPES |
dc.contributor.author.fl_str_mv |
Martins Pereira, Igor Daniel |
dc.subject.por.fl_str_mv |
Ensino Aprendizagem Ensino de ciências; Alfabetização Científica; Formação de Professores; Desenvolvimento Profissional Docente Science teaching; Scientific Literacy; Teacher formation/ Teacher professional development |
topic |
Ensino Aprendizagem Ensino de ciências; Alfabetização Científica; Formação de Professores; Desenvolvimento Profissional Docente Science teaching; Scientific Literacy; Teacher formation/ Teacher professional development |
description |
This article deals with part of the results of a master's research, which sought to analyze how and if teachers in the three years of the literacy cycle worked in science from the perspective of scientific literacy (PEREIRA, 2015). In this text, the pedagogical practice of a third-year teacher is explored and analyzed. The investigation was developed taking into account the precepts of qualitative research, whose focus is the search for understanding the studied phenomena (OLIVEIRA, 2013; GIL, 2010). For the production and analysis of data, the basis were the teaching cases (NONO; MIZUKAMI, 2002; NONO, 2005; SHULMAN, 2005; DARLING-HAMMOND et al., 2005; DOMINGUES, 2013), with video recording as an ally. The teaching cases are characterized by the reflective account of a pedagogical action in the classroom, analyzed in the light of pedagogical theory, by the teacher himself. The teachers chose ccience teaching moments to record, with this, I was able to understand imperceptible nuances without the help of this equipment (LOIZOS, 2008; ROSE, 2008; GARCEZ, DUARTE and EISENBERG, 2011). In the investigation I chose, from the theoretical construct of scientific literacy, - which enables a resumption of the understanding of what science is and, therefore, what it is to teach ccience - combining to this, dimensions that expand the teaching of science (LORENZETTI and DELIZOICOV, 2001; SASSERRON and CARVALHO, 2008, 2011; FERREIRA et al., 2017), from the research carried out and the researcher's practice in Basic Education classes, five aspects considered important for teaching Science in this perspective: relationship, analysis, inference, observation and raising of hypotheses. The teacher's practice has pedagogical potential, which reveals her place as a teacher. However, it portrays both pedagogical and didactic inadequacies, as well as content. These aspects demonstrate the importance of formation to teach science from the perspective of training from within the profession (NÓVOA, 2012), which includes the specifics of the teaching, school and community in which it operates, seeking the professional development of teaching and the teacher. Therefore, based on the reflections presented, investment and increase in continuous policies for the formation of teachers to teach science from the early years are defended. A formation that enables the (re)construction of being a teacher and teaching professionalism, seeking to combine these dimensions with the perspective of scientific literacy, as qualifiers of the pedagogical action to teach science. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-18 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão Pesquisa |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/13668 10.3895/actio.v6n3.13668 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/13668 |
identifier_str_mv |
10.3895/actio.v6n3.13668 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/13668/8608 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13668/2122 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2021 ACTIO: Docência em Ciências http://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 |
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. 6, n. 3 (2021); 1-23 ACTIO: Docência em Ciências; v. 6, n. 3 (2021); 1-23 2525-8923 10.3895/actio.v6n3 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 |
_version_ |
1797239983726133248 |