The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school

Detalhes bibliográficos
Autor(a) principal: Bonfim, Hanslivian Correia Cruz
Data de Publicação: 2018
Outros Autores: Guimarães, Orliney Maciel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/6711
Resumo: The aim of this research was to analyse the educative actions developed by the Science teachers from the Cycle II of Elementary School in Curitiba, in order to identify if such actions contribute to the Scientific and Technological Alphabetization process of the students. The present work is a clipping of a master research, with a qualitative approach, and which data were constituted through interviews with nine teachers, class observations, analysis of curricular guideliness to the Municipal Education of Curitiba and analysis of the teacher’s class plans. It was utilized the Textual Discursive Analysis by Moraes e Galiazzi (2011), to the data analysis. In this paper is discussed two categories of analysis: Didatic resource and Teaching Strategies. With this study it was possible to identify that the teachers utilize in their classes many different didactic resources and teaching strategies, which is considered relevant to the scientific and technological alphabetization.
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spelling The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary schoolO professor e suas ações educativas no processo de alfabetização científica e tecnológica no ensino de ciências nos anos iniciais do ensino fundamentalEducação; Tópicos Específicos de EducaçãoAlfabetização científica e tecnológica; Anos iniciais; Ensino de ciênciasScientific and technological alphabetization; Early years; Science teachingThe aim of this research was to analyse the educative actions developed by the Science teachers from the Cycle II of Elementary School in Curitiba, in order to identify if such actions contribute to the Scientific and Technological Alphabetization process of the students. The present work is a clipping of a master research, with a qualitative approach, and which data were constituted through interviews with nine teachers, class observations, analysis of curricular guideliness to the Municipal Education of Curitiba and analysis of the teacher’s class plans. It was utilized the Textual Discursive Analysis by Moraes e Galiazzi (2011), to the data analysis. In this paper is discussed two categories of analysis: Didatic resource and Teaching Strategies. With this study it was possible to identify that the teachers utilize in their classes many different didactic resources and teaching strategies, which is considered relevant to the scientific and technological alphabetization.O objetivo dessa pesquisa foi o de analisar as ações educativas desenvolvidas pelos professores que lecionam Ciências no Ciclo II do Ensino Fundamental de Curitiba, a fim de identificar se tais ações contribuem para o processo de alfabetização científica e tecnológica (ACT) dos estudantes. O presente trabalho é um recorte de uma pesquisa de mestrado, com abordagem qualitativa, e cujos dados foram constituídos mediante entrevistas com nove professores, observações de aulas, análise das diretrizes curriculares para a Educação Municipal de Curitiba e dos planos de aula dos professores. Foi utilizada a Análise Textual Discursiva de Moraes e Galiazzi (2011), para análise dos dados. Nesse artigo são discutidas duas categorias de análise: Recursos didáticos e Estratégias de Ensino. Com o estudo foi possível identificar que os professores utilizam em suas aulas diferentes recursos didáticos e estratégias de ensino, o que se considera relevante para o processo de ACT.Universidade Tecnológica Federal do Paraná (UTFPR)Bonfim, Hanslivian Correia CruzGuimarães, Orliney Maciel2018-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/671110.3895/rbect.v11n3.6711Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018)1982-873X10.3895/rbect.v11n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/6711/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-20T22:50:18Zoai:periodicos.utfpr:article/6711Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-20T22:50:18Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
O professor e suas ações educativas no processo de alfabetização científica e tecnológica no ensino de ciências nos anos iniciais do ensino fundamental
title The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
spellingShingle The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
Bonfim, Hanslivian Correia Cruz
Educação; Tópicos Específicos de Educação
Alfabetização científica e tecnológica; Anos iniciais; Ensino de ciências
Scientific and technological alphabetization; Early years; Science teaching
title_short The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
title_full The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
title_fullStr The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
title_full_unstemmed The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
title_sort The teacher and his educative actions in the scientific and technological alphabetization process in the science teaching on early years of elementary school
author Bonfim, Hanslivian Correia Cruz
author_facet Bonfim, Hanslivian Correia Cruz
Guimarães, Orliney Maciel
author_role author
author2 Guimarães, Orliney Maciel
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Bonfim, Hanslivian Correia Cruz
Guimarães, Orliney Maciel
dc.subject.por.fl_str_mv Educação; Tópicos Específicos de Educação
Alfabetização científica e tecnológica; Anos iniciais; Ensino de ciências
Scientific and technological alphabetization; Early years; Science teaching
topic Educação; Tópicos Específicos de Educação
Alfabetização científica e tecnológica; Anos iniciais; Ensino de ciências
Scientific and technological alphabetization; Early years; Science teaching
description The aim of this research was to analyse the educative actions developed by the Science teachers from the Cycle II of Elementary School in Curitiba, in order to identify if such actions contribute to the Scientific and Technological Alphabetization process of the students. The present work is a clipping of a master research, with a qualitative approach, and which data were constituted through interviews with nine teachers, class observations, analysis of curricular guideliness to the Municipal Education of Curitiba and analysis of the teacher’s class plans. It was utilized the Textual Discursive Analysis by Moraes e Galiazzi (2011), to the data analysis. In this paper is discussed two categories of analysis: Didatic resource and Teaching Strategies. With this study it was possible to identify that the teachers utilize in their classes many different didactic resources and teaching strategies, which is considered relevant to the scientific and technological alphabetization.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-18
dc.type.none.fl_str_mv

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://periodicos.utfpr.edu.br/rbect/article/view/6711
10.3895/rbect.v11n3.6711
url https://periodicos.utfpr.edu.br/rbect/article/view/6711
identifier_str_mv 10.3895/rbect.v11n3.6711
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/6711/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
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 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018)
1982-873X
10.3895/rbect.v11n3
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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