Navegando por Assunto "Chemical Knowledge"

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Formação docente em contexto: processos de investigação-ação sobre a abordagem de conhecimento químico nos anos iniciais
(Universidade Federal do Pará, 2018-12-20) CASTRO, Elias Brandão de; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
The qualitative research focuses on four teachers, who were motivated to constitute a research/ training group, in the school context of the initial years. Objective understands: in what terms a formative experience in the context of action-research work (IA) can contribute to the teachers of years in which they discuss and promote a knowledge approach in their classes? To that end, it was assumed as ideas of W. Carr, S. Kemmis (1998) and J. Elliott (1990) from the perspective of the concepts of AI, thus being recognized as potential of the methodology, teacher-researchers assumed themselves in the investigative process of practice. Thus, from the needs of (in) formation that emerge from the narratives of the teachers and the clothes traced by the adopted methodology of methodology, was designing the training designer, through Assisted-Collaborative Formative Meetings. The instruments used were: training diary, questionnaires, audiovisual records and interview. I analyzed the data following the guidelines of the Discursive Textual Analysis (MORAES and GALIAZZI, 2007). The deconstruction and reconstruction of the corpus, through concepts and meanings, emerged three axes of analysis and (1) Chemical Knowledge: reflections and dialogues experienced in practice. The results revealed that: a) initial teacher training, in large part, coincides with its fragmentation between theory and practice in science and incident education; b) the group, composed of teacher-ASSESSOR and teachers-COLLABORATORS, took active positions in the treatment of Professor Ana's problem and in the approach to the theme "Chemical transformations and the rusting process", each making use of the autonomy of judgment, in the reflective movement, for collaborative decision-making, assuming in action the theoretical contributions and new / other professional experiences fostered c) The AI process incorporated innovative elements of the theoretical conception of Science Teaching in the initial years, making it possible to train reflective teachers and researchers about the practice itself, through the planning and implementation of actions, directed to the treatment of problems experienced in the professional exercise.