Banca de DEFESA: SILVIA LUMENA LIFKE DE SÁ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SILVIA LUMENA LIFKE DE SÁ
DATA : 20/08/2020
HORA: 14:00
LOCAL: Remota
TÍTULO:

Scientific Literacy and Elementary Teachers' Views of Teaching and Learning Science: Perspectives from Teachers that Graduated from Different Universities

PÁGINAS: 120
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

Considering the initial training of teachers as a fundamental step for the exercise of teaching, in this study we refined the look as to the ideas that elementary teachers who graduated recently have regarding the teaching and learning of Natural Sciences and how Scientific Literacy is inserted in this context. The participants were seven recently graduated pedagogues from higher education institutions in the metropolitan region of São Paulo. The data sources were transcripts of semi-structured interviews recorded on audio and guided by open questions. The analyses, guided by a qualitative perspective, involved the creation of codes and categories based on the speeches of the participants in dialogue with aspects of the literature on Scientific Literacy. The results indicate that the participants assign different roles to the teacher and the student, opposing views based on the traditional method in which the teacher “transmits” knowledge to students who are seen as passive recipients of knowledge in the context of the classroom. class. We also realized that the participants, in addition to recognizing the importance of different knowledge to be taught, attach value to the approach to be adopted in the process, aiming to form citizens who increasingly perceive the interaction between school knowledge and their daily lives, as well as how to make them more critical and active. Despite these approaches to the perspectives of Scientific Literacy, we identified some aspects to be problematized. Firstly, although in the set of participants all these perspectives are present, there is significant variation between individuals, that is, some pedagogues discuss some aspects and others do not. This indicates that the views are still relatively partial and fragmented and are greatly influenced by contexts of performance and training. In addition, the participants do not explain an association or articulation of their views with the notion of Scientific Literacy, indicating a still superficial and inconsistent understanding of this construct. At the end, we present implications for the training of teachers (s) of the initial years, considering challenges in relation to teaching Natural Sciences.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1371962 - DANUSA MUNFORD
Membro Titular - Examinador(a) Interno ao Programa - 1707641 - MEIRI APARECIDA GURGEL DE CAMPOS MIRANDA
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - LÚCIA HELENA SASSERON ROBERTO - FEUSP
Membro Suplente - Examinador(a) Interno ao Programa - 2044591 - FERNANDA FRANZOLIN
Membro Suplente - Examinador(a) Externo à Instituição - LUIZ GUSTAVO FRANCO SILVEIRA - UFMG