No território das ideias sobre ciência, tecnologia e sociedade: formação inicial de professores para os anos iniciais escolares

Abstract

This is a quantitative research in the narrative mode which took place in the degree course of education of science, math and languages at UFPA, which is intended to the integrated training of the teachers for the starting years of the elementary school. The curricular composition of this course has as central axis the relation science-tecnologysociety , I am in the group for one school year, taking part of teaching internship, with subtask of the master’s program. The research subjects were eight students that participaded of investigative strategies in the first and fourth semester of the course, whose period of two years was considered by me, as the inicial training period. The research strategies were: Inicial questionnaire. 1 Interactive seminar. 2 The researcher’s Field notebook. 3 Half structure recorded interviews in áudio file at frist, and transcripted on the long run. The analysis result happened throughout the discursive textual analysis. As discursive intentionality, I aim to obtain to understand the relation of meaning expressed by the subject, in the beginning of the course about (CTS)capacitive-investigative experience propitiated reflections about the teaching in the contest of inicial formation of the integrated degree, such as other types of learning resulting of this formation that reverberate in relations of meaning that point, among others, to the importance of the teaching stablishment, still in the inicial construction process. Thus, at systematizing the manifestations of the subject, taking in consideration the recurrent and the singular in the speeches, the analyses shaped three themes named Ideas of students about science, technology and society. Formation of CTS. Licentiate producing meanings; CTS approach and future teaching. The analysis of the result reveals, mainly that: I) The contact of the negociator with the teaching practice. II) To live science and math teaching situations to make possible the development of the autonomy and criticality about the learning process that leads to their future teaching. III) Interact with the integrated training focused in interdisciplinary practice, favor assigning meanings in the prospecto f questioning values, attitudes related to the scientific and technological development, that trigger in these future teachers, attitude of self decision, pointing clues of reflection and projection of their future teaching. IV. To have Access to the themes with CTS approach allowed to problematization of the knowledge, taking of awareness and reflection about the deployment of the CTS relations. V. The contact with the CTS focus allows the perception of the context which is inserted.