Banca de QUALIFICAÇÃO: MICHELE PERES DA CRUZ

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MICHELE PERES DA CRUZ
DATA : 13/09/2019
HORA: 14:00
LOCAL: na sala 301, 3º andar, Bloco B, Campus SA da Fundação Universidade Federal do ABC, localizada na Avenida dos Estados, 5001, Santa Terezinha, Santo André, SP
TÍTULO:

SCIENTIFIC LITERACY IN INITIAL SERIES: EXPLORING A CASE STUDY FROM TEACHING SEQUENCES BASED ON CRITICAL SIGNIFICANT LEARNING

PÁGINAS: 75
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Avaliação da Aprendizagem
RESUMO:

The teaching of science in teaching in the early years has been the object of study of numerous academic research, as pointed out by Delizoicov and Angotti (2000), however, the vast majority focused on teacher education. Research involving children's learning is still an insignificant amount, which reveals the need for academic investment to obtain consistent information on the effectiveness of teaching processes in children's learning and in promoting their scientific literacy. The present work arises from the need observed by this researcher, in her professional career, to investigate and invest in training and monitoring of learning in the early years of elementary school, in relation to science teaching and learning. We note that children in general have a keen interest in discovery-promoting activities that make it possible to understand phenomena about the world around them and a very interesting questioning profile. We believe that promoting learning situations that provide problem solving, hypothesis raising, verification and generalization of acquired knowledge, that is, activities that expand the investigative capacity of children, since the beginning of their school career, can contribute to their understanding. about the scientific phenomena of their life context. Therefore, this work proposes to elaborate and propose didactic sequences that privilege strategies and the development of research skills, knowledge exchange, hypothesis raising about the different possibilities, that is, that can develop in students the ability to not accept knowledge. scientific as something ready and finished, as absolute truth, but a knowledge that is the result of a process of discoveries and construction, the product of a historical context and that can be questioned or even surpassed by a new discovery at any time. Critical Meaningful Learning (MOREIRA, 2005) brings this attitude to the individual, enables him to know and participate in his culture, without becoming dependent on it and can even question or refute it if this is the case. Thus we have as a research question: Can Critical Meaningful Learning, through teaching by research, contribute to promote scientific literacy in students in the first grade? Our didactic sequences will be anchored in the following theoretical references: Theory of Subversive Education and the seven intellectual operations proposed by Postman (1969) and the Meaningful Learning and its principles, proposed by Moreira (2005), Paulo Freire's Critical Theory (1996) and with the Investigative Teaching approach proposed by Carvalho (2013). In this perspective, this qualitative research, characterized as a case study, the main objective of investigating how the development of didactic sequences, based on the previously mentioned theoretical assumptions, can contribute to promote the scientific literacy of first year students. For the data collection will be considered the didactic sequences elaborated by the researcher and the teachers of the classes of the first initial years of a school unit of Greater S. Paulo, whose records of the children, both oral and written, will be analyzed in the light of the theoretical reference of Scientific Literacy Indicators proposed by Sasseron and Carvalho (2008). In this context, it is expected, from the results obtained, to corroborate if indeed Didactic Sequences that privilege Critical Meaningful Learning, and which permeate the seven intellectual operations with investigative approach, are a possibility of working with the age group in question, and contribute to children's scientific literacy. One possibility would be to take this research as a basis for a work proposal for early school teachers, fostering the viability of educating critical citizens through science education from childhood.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1658927 - MAISA HELENA ALTARUGIO
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - CELI RODRIGUES CHAVES DOMINGUEZ - USP
Membro Suplente - Examinador(a) Interno ao Programa - 1371962 - DANUSA MUNFORD
Membro Suplente - Examinador(a) Externo à Instituição - DANIELA LOPES SCARPA - USP