Alfabetização Científica em Espaços Não Formais de Ensino e de Aprendizagem
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Data
2019-04-04
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Strohschoen, Andreia Aparecida Guimarães
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A presente pesquisa possibilitou uma discussão acerca de dois temas que, através da divulgação científica, se mostraram foco de estudos no campo do Ensino e da Educação, a Alfabetização Científica (AC) e os Espaços Não Formais de Ensino e de Aprendizagem (ENF). O tema selecionado para esta dissertação foi a AC em ENF e o problema norteador consistiu em entender como professores da Educação Infantil, nos Iniciais e Anos Finais do Ensino Fundamental percebem e desenvolvem a AC explorando os ENF com seus alunos. Os objetivos específicos pensados para abranger o objetivo geral foram: a) verificar as concepções dos professores sobre os temas: AC e ENF; b) Investigar como os professores organizam e desenvolvem suas
aulas no cotidiano de suas práticas pedagógicas, considerando a AC de seus alunos em ENF e c) Identificar as dificuldades e motivações dos professores ao realizar suas aulas em ENF, visando à AC dos alunos. Buscou-se aporte teórico para a AC, em Chassot (2007; 2017), Dutra, Oliveira e Del Pino (2017), Sasseron (2008; 2011) e Demo (2010; 2011), entre outros; e, para os ENF, nas autoras Jacobbuci (2008), Gohn
(2014) e Vercelli (2014). Os procedimentos metodológicos envolveram uma pesquisa descritiva e exploratória, de cunho qualitativo, apresentando aproximações com o estudo de caso e utilizando o método indutivo. Os sujeitos investigados foram oito professoras - duas da Educação Infantil, três dos Anos Iniciais e três Anos Finais, de quatro escolas públicas do município de Lajeado/RS/BR. A coleta dos dados foi contemplada em 2018 e contou com entrevistas semiestruturadas, observações e roda de conversa. Os dados foram analisados com base na Análise Textual Discursiva (ATD). Os resultados foram organizados a partir de cada objetivo específico. O primeiro objetivo possibilitou duas categorias emergentes: 1: desconhecimento e
atividades que possibilitam o desenvolvimento da AC e 2: familiarização e desconhecimento referente ao termo ENF e locais explorados durante o ano com as crianças. Os resultados do segundo objetivo perpassaram pela análise de três observações das aulas das professoras, quando se fez uma descrição das atividades. Do terceiro objetivo, emergiram também três categorias: 1: limitações que perpassaram o Ensino Superior; 2: marcas que ficaram; e 3: mudanças a partir da própria práxis. Percebeu-se que havia limitações sobre o entendimento dos conceitos AC e ENF, porém as professoras desenvolvem atividades que são fundamentais para que ocorra a AC. Verificou-se o quanto os alunos são curiosos e argumentativos em
ENF e, da mesma forma, que existem lacunas referentes à formação inicial dos professores, mas que as professoras pesquisadas conseguiram, através de estudos nas escolas, mudar suas práxis. Acredita-se que há muito a estudar sobre a AC e os ENF, pois entende-se que são fundamentais para ajudar as crianças e adolescentes a se perceberem no mundo, tornando-os cada vez mais críticos, argumentativos e fazendo sempre o melhor para si mesmos e para o próximo. A investigação terá continuidade nos próximos anos durante o doutorado, no projeto aprovado “Pesquisador Gaúcho” e na pesquisa nas escolas participantes do projeto.
This research enabled the discussion about two themes that, through scientific publishing have shown to be the focus of studies in the area of Teaching and Education, Scientific Literacy (SL) and Non-formal Venues for Teaching and Learning (NFV). The theme chosen for this thesis was the SL in NFV, more specifically, understanding how teachers of Children Education, Initial Years and Final Years of the Primary School perceive and develop SL by exploring NFV with their students. The specific purposes considered to reach the general purpose were a) verifying what are the teachers’ concepts about these themes (SL and NFV for Teaching and Learning); b) investigating how teachers organize and develop their classes in their daily teaching practices, by taking into consideration the SL of their students in NFV, and c) identifying teachers’ difficulties and motivations when teaching their classes in NFV and aiming at SL. The SL segment was theoretically supported by Chassot (2007; 2017), Dutra, Oliveira and Del Pino (2017), Sasseron (2008; 2011) and Demo (2010; 2011), among others; the NFV one, by Jacobbuci (2008), Gohn (2014) and Vercelli (2014). The methodological procedures included a descriptive and exploratory research, qualitative in nature, which presented the approaches to the case study, by using the inductive method. Eight teachers – two of Children Education, three of the Initial Years, and three of the Final Years from four schools in the municipality of Lajeado/RS/Brazil – were the subjects investigated. Data collection occurred in 2018 through semi-structured interviews, observations, and round of conversations. Data were analyzed based on Textual Discourse Analysis. The outcomes were organized according to each specific purpose. The first purpose enabled the emergence of three categories: 1 – Not known and activities enabling the development of SL and 2 – familiarity and unfamiliarity regarding the phrase NFV and the venues explored throughout the year with the children. The outcomes of the second purpose are expressed through the analysis of three class observations when activities were described. The third purpose also enabled the emergence of three categories: 1 – limitations that affect Higher Education; 2- memories that remained; and 3- aspects to be changed in their own practices. Limitations were perceived regarding the concepts SL and NFV; nevertheless, teachers perform activities that are vital for the occurrence of SL. Students’ enhanced curiosity and reasoning were observed in NFV. Teachers showed gaps in their initial education, but the teachers investigated were able to, through studies in the school, change their practices. SL and NFV are suggested to be further studied, once it is understood they are vital in assisting children and adolescents to perceive themselves in the world, by becoming increasingly critical, inquisitive and doing their best to themselves and to others. The research will continue in the coming years during the PhD, in the approved project "Researcher Gaúcho" and in the research in the schools participating in the project.
This research enabled the discussion about two themes that, through scientific publishing have shown to be the focus of studies in the area of Teaching and Education, Scientific Literacy (SL) and Non-formal Venues for Teaching and Learning (NFV). The theme chosen for this thesis was the SL in NFV, more specifically, understanding how teachers of Children Education, Initial Years and Final Years of the Primary School perceive and develop SL by exploring NFV with their students. The specific purposes considered to reach the general purpose were a) verifying what are the teachers’ concepts about these themes (SL and NFV for Teaching and Learning); b) investigating how teachers organize and develop their classes in their daily teaching practices, by taking into consideration the SL of their students in NFV, and c) identifying teachers’ difficulties and motivations when teaching their classes in NFV and aiming at SL. The SL segment was theoretically supported by Chassot (2007; 2017), Dutra, Oliveira and Del Pino (2017), Sasseron (2008; 2011) and Demo (2010; 2011), among others; the NFV one, by Jacobbuci (2008), Gohn (2014) and Vercelli (2014). The methodological procedures included a descriptive and exploratory research, qualitative in nature, which presented the approaches to the case study, by using the inductive method. Eight teachers – two of Children Education, three of the Initial Years, and three of the Final Years from four schools in the municipality of Lajeado/RS/Brazil – were the subjects investigated. Data collection occurred in 2018 through semi-structured interviews, observations, and round of conversations. Data were analyzed based on Textual Discourse Analysis. The outcomes were organized according to each specific purpose. The first purpose enabled the emergence of three categories: 1 – Not known and activities enabling the development of SL and 2 – familiarity and unfamiliarity regarding the phrase NFV and the venues explored throughout the year with the children. The outcomes of the second purpose are expressed through the analysis of three class observations when activities were described. The third purpose also enabled the emergence of three categories: 1 – limitations that affect Higher Education; 2- memories that remained; and 3- aspects to be changed in their own practices. Limitations were perceived regarding the concepts SL and NFV; nevertheless, teachers perform activities that are vital for the occurrence of SL. Students’ enhanced curiosity and reasoning were observed in NFV. Teachers showed gaps in their initial education, but the teachers investigated were able to, through studies in the school, change their practices. SL and NFV are suggested to be further studied, once it is understood they are vital in assisting children and adolescents to perceive themselves in the world, by becoming increasingly critical, inquisitive and doing their best to themselves and to others. The research will continue in the coming years during the PhD, in the approved project "Researcher Gaúcho" and in the research in the schools participating in the project.
Descrição
Palavras-chave
Alfabetização Científica; Espaços não formais; Educação Básica; Ensino; Professores; Scientific literacy.; Non-formal spaces; Basic Education; Teaching; Teachers
Citação
HENCKES, Simone Beatriz Reckziegel. Alfabetização Científica em Espaços Não Formais de Ensino e de Aprendizagem. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 11 dez. 2018. Disponível em: http://hdl.handle.net/10737/2487.