Navegando por Assunto "Education in science"

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Registros memorialísticos e empoderamento de professoras que ensinam ciências nos anos escolares iniciais: autoformação e autonomização docente
(Universidade Federal do Pará, 2018-10-08) PEREIRA, Elisa de Nazaré Gomes.; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this formation-research, based on qualitative nature, in narrative modality, I accomplish continued formation from self-learning processes on which teachers from initial school years make records and talk about their pedagogical practices, expressing the knowledge they mobilize to teach students the contents in Science, as well the meaning that had to them the participation on this formation-research. In this sense, I purpose realize possible contributions to the reinvention of practices and knowledge in education of Science teachers who teach on lower while involved on self-learning process with narrative approach. The supporters of this research are three teachers who were attending the first graduation on pedagogy, at public universities, but who have been teaching for years. The data used to build the thesis were: classes observation, “logbook”, audio recording of their own pedagogical practices and pedagogical dialogs, which were analyzed based on Speech Textual Analysis ( MORAES E GALIAZZI, 2007). Based on Teachers’ narrative, I built two analytic axis: i) Teaching Autonomy: breaking patterns, establishing knowledge and their new identities as weavers; ii) Weaving Narrative Yarns: self-learning reflections that empower teachers to transform the way they teach Science. I defend the following thesis: Teachers´ memorial narratives records about their own pedagogical practices, mediated by interaction with a former, promote empowerment and contribute to the building of professional independency and reinvention of teaching knowledge. I developed the following design of continued formation in Science education: 1. Narrative of Pedagogical Actions; 2. Reading of Narratives; 3. Pedagogical Dialogs; 4. Processes of Reflection and Empowerment; 5. Reinvention of Practices and Knowledge. The immersion in the Corpus of the research revealed that when the teachers made reflections about their own practice as teacher by themselves, the need to improve the pedagogical knowledge of contents in Science and from the insertion in the research, they felt motivated to study deeper the subjects to be taught to the students and no longer be conformed only with the knowledge that came from their own experiences. Research the contents to be taught were important because they made the teachers more self-confident to teach, inclusive adopting the interdisciplinarity while planning the classes. The contribution with this formation-research allowed the teachers to be empowered and talk firmer about themselves and their teaching practice, results obtained from a self-evaluation process and, therefore, self-learning process. This research permits to conclude that self-learning processes, when mediated by former(s), are potentially empowerment generator and consequently contribute to itself reinvention, of practices and teaching knowledge on Science Education.
Acesso aberto (Open Access)
Temas socioambientais na formação de professores de ciências naturais: a carta da terra como referência para reflexão e ação
(Universidade Federal do Pará, 2016-04-20) FERREIRA, Darlene Teixeira; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
With the configuration of the current socio-environmental scenario, education has been indicated in several official documents as one of the paths to the development of strategies that can contribute to the construction of sustainable societies. In this respect, the Earth Charter can be adopted as the guiding instrument for formative and educational actions that provide reflections and actions based on the principles of sustainability. Motivated by my personal and professional experiences, I have chosen to perform an action research with students of the graduation course in natural sciences, from the University Campus of Marajó- Breves, by the Universidade Federal do Pará, adopting as a starting point the following question: in what terms, the contact with the Earth Charter, during the initial formation, provides reflections on environmental themes and stimulates pedagogical actions linked to the introduction of these subjects in the teaching practice of the graduating student in supervised practice of regency? The objectives of this research action were promoting acquisition, expansion and deepening in environmental issues using the Earth Charter as a tool for reflection and action between undergraduates of natural sciences; identify how and in which contexts the environmental themes were inserted into the academic trajectory (Basic Education and the graduation journey) of undergraduates in natural sciences, emphasizing the approach of such subjects in the Educational Project of the degree in Natural Sciences; check the indicatives of acquisition, expansion and deepening of understanding about the environmental issues in the central principles and values presented in the Earth Charter, from a intervention highlighting the contributions of the same Charter to the incorporation of these topics in the teaching practice of undergraduates, during the stage of practice of regency and future intent of approach in their professional performance. The action research was based on the principles of qualitative paradigm and was developed with 11 students of the graduation course in natural sciences, from CUMB/UFPA. The collection instruments were: questionnaires, interviews, field diary, audio and video records of meetings, individual and collective productions. The analysis of the results allowed me to prepare and defend the thesis that the Earth Charter, when presented in the initial training of science teachers in an active teaching methodological context, contributes effectively to the contact, expansion and deepening of environmental knowledge, promoting the recognition of the importance of the articulation between such knowledge with the science content, especially in the thoughtfulness of the current socio-environmental crisis.