A abordagem de questões sociocientíficas na formação continuada de professores de ciências: contribuições e dificuldades
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Data
2010-07-30
Autores
Martínez Pérez, Leonardo Fabio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A perspectiva Ciência, Tecnologia, Sociedade e Ambiente (CTSA), nas últimas décadas, tem se constituído uma alternativa de renovação curricular para o ensino de ciências em vários países do mundo. Assim, currículos de ciências, projetos escolares e pesquisas didáticas tem adotado, en seus fundamentos, orientações desta perspectiva. No entanto, apresentam-se problemas no desenvolvimento da perspectiva CTSA nas práticas docentes dos professores de ciências em serviço. Neste contexto, esta pesquisa teve como objetivo estudar as contribuições e as dificuldades da abordagem de QSC para a Formação Continuada de Professores de Ciências, através de uma análise de discurso crítica sobre o trabalho realizado com professores de ciências em serviço durante o decorrer da disciplina Ensino de Ciências com enfoque CTSA, a partir de questões sociocientíficas oferecida em um curso de mestrado em docência da química. A pesquisa foi fundamentada na concepção crítica da formação de professores e envolveu uma metodologia qualitativa de corte crítico, na qual, as brechas existentes entre a teoria e a prática são a fonte dos problemas educacionais. Para a discussão dos dados nos embasamos na análise do discurso crítica, porque oferece um dispositivo analítico interessante para estudar o discurso em processos de mudança educacional. A partir das análises realizadas defendemos a tese que a abordagem de QSC na prática docente pode contribuir à Formação Continuada de Professores de Ciências em termos de problematizar a ideologia tecnicista do currículo tradicional de ciências, a partir da linguagem crítica e da linguagem da possibilidade, bem como pode contribuir para fortalecer a autonomia docente encorajando os professores no desenvolvimento de pesquisas sobre sua própria prática. As análises também evidenciam que as interações dialógicas de persuasão...
The perspective Science, Technology, Society and Environment (STSE) in recent decades, has become an alternative curriculum renewal for the Teaching of Science in countries around the world. Thus, science curricula, teaching and research school projects have adopted, in its fundamentals, guidelines from this perspective. However, there are problems in the development of perspective in teaching practices of science teachers in service. In this context, this research was to study the contributions and the difficulties of the approach to QSC for Continuing Education of Science Teachers, through a Critical Discourse Analysis on the work with science teachers in-service during the course of a discipline Teaching Science with focus STSE, from social-sicentific issues, offered in a masters course in Teaching of Chemistry. The research was based on the critical perspective of teacher education and qualitative methodology involved a critical cut, in which the gaps between theory and practice are the source of educational problems. For discussion of the data based it on the Critical Discourse Analysis, as it offers an interesting analytical device to study the discourse in processes of educational change. From the analysis carried defend the thesis that the approach of socioscientific issues (SSI) in teaching practice can contribute to the Continuing Education of Science Teachers in terms of questioning the ideology of the traditional curriculum technicalities of Sciences, from the language of criticism and the language of possibility, and can contribute to strengthening the teaching autonomy by encouraging teachers to developed research on their own practice. The analysis also showed that the interactions of persuasion and the dialogic interactions polyphonic represent and important element of discourse production to develop training processes between in-service science teachers and university... (Complete abstract click electronic access below)
The perspective Science, Technology, Society and Environment (STSE) in recent decades, has become an alternative curriculum renewal for the Teaching of Science in countries around the world. Thus, science curricula, teaching and research school projects have adopted, in its fundamentals, guidelines from this perspective. However, there are problems in the development of perspective in teaching practices of science teachers in service. In this context, this research was to study the contributions and the difficulties of the approach to QSC for Continuing Education of Science Teachers, through a Critical Discourse Analysis on the work with science teachers in-service during the course of a discipline Teaching Science with focus STSE, from social-sicentific issues, offered in a masters course in Teaching of Chemistry. The research was based on the critical perspective of teacher education and qualitative methodology involved a critical cut, in which the gaps between theory and practice are the source of educational problems. For discussion of the data based it on the Critical Discourse Analysis, as it offers an interesting analytical device to study the discourse in processes of educational change. From the analysis carried defend the thesis that the approach of socioscientific issues (SSI) in teaching practice can contribute to the Continuing Education of Science Teachers in terms of questioning the ideology of the traditional curriculum technicalities of Sciences, from the language of criticism and the language of possibility, and can contribute to strengthening the teaching autonomy by encouraging teachers to developed research on their own practice. The analysis also showed that the interactions of persuasion and the dialogic interactions polyphonic represent and important element of discourse production to develop training processes between in-service science teachers and university... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Análise crítica do discurso, Interações dialógicas, Perspectiva CTSA, STSE perspective, Teacher education, Teacher autonomy, Critical discourse analysis, Dialogical interactions
Como citar
MARTÍNEZ PÉREZ, Leonardo Fabio. A abordagem de questões sociocientíficas na formação continuada de professores de ciências: contribuições e dificuldades. 2010. 351 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2010.