Mentoring com professores dos anos iniciais na metodologia de atividades experimentais investigativas e concepção sobre a natureza de ciência
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Data
2020-12-21
Autores
Orientador
Dullius, Maria Madalena
Banca
Quartieri, Marli Teresinha
Rosa, Cleci Werner Da
Carreira, Susana
Harres, João Batista Siqueira
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Resumo
Nessa pesquisa propôs-se o redesenho do mentoring com professores dos Anos Iniciais na metodologia de ensino experimental investigativa e concepção sobre a natureza de ciência. Para isso, propôs-se inicialmente uma etapa preliminar de formação continuada a um grupo de 33 professores, durante o ano de 2018. Ao término da etapa preliminar, fez-se o convite à Ana e à Maria, que participaram do mentoring em 2019. Neste percurso colaborativo de planejamentos e intervenções com cada mentoranda, foi possível investigar as contribuições da DBR para qualificar as ações do mentoring, avaliar as contribuições desta metodologia de formação para auxiliar os professores no desenvolvimento de atividades experimentais investigativas, além de buscar analisar o processo de mudança na concepção sobre a natureza de ciência e da prática no ensino de ciências. Esta etapa da pesquisa, do tipo qualitativa, é pautada pela metodologia de pesquisa DBR (Design Based Research), para a qual a equipe de pesquisa contribuiu na projeção do redesenho de aspectos a serem potencializados com as mentorandas, através da mediação da mentora, que integrava ambos os contextos (escolas e universidade). Os dados emergentes da etapa preliminar, com o grupo de professores, são apresentados com excertos, de forma interpretativa cronológica. Quanto ao mentoring, os dados coletados, foram analisados e estão organizados em três ciclos conforme a DBR orienta: Ciclo de iniciação e cultivo; Ciclo de cultivo e separação e Ciclo de redefinição. No decorrer dos ciclos de vivência do mentoring, foi possível evidenciar a importância para as professoras receberem apoio para empreender mudanças, principalmente na estruturação do planejamento. O tempo prolongado da formação associado a múltiplas e contínuas vivências criaram um forte vínculo entre mentorandas e mentora, o que posteriormente resultou num esforço de criar estratégias cautelosas para prosseguirem de forma independente. Essa metodologia de formação mostrou-se eficaz para professores experientes e, aliada à DBR, auxiliou a redesenhar a formação. Ao término deste estudo, é possível concluir que a mudança decorre por apoiar e auxiliar o professor em suas necessidades pontuais (superar medos e fortalecer sua auto confiança), a partir de uma relação colaborativa de respeito. O melhor desempenho dos alunos também contribuiu à mudança. Logo, o ensino por meio de atividades experimentais investigativas passou a fazer sentido e a variante nas ações contribuíram para mudança nas concepções sobre a natureza de ciência. As professoras perceberam que há uma aproximação entre o ensino de ciências e a natureza da ciência, sendo essa concepção mutável dependendo de como é ensinada. Em síntese, o fazer reflexivo levou à melhor compreensão filosófica, consequentemente, a concepção é afetada pelas ações e vice-versa (ciclo entrelaçado). Finaliza-se com evidências de que houve microrrupturas de pensamento e de ação, sempre alicerçados em hábitos, crenças, cultura, materiais, entre outros elementos.
In this research it was proposed to redesign the mentoring with teachers of the Elementary School in the methodology of experimental investigative teaching and conception of the nature of science. To this end, a preliminary stage of continuous training was initially proposed to a group of 33 teachers, during 2018. At the end of the preliminary stage, Ana and Maria were invited, who participated in the mentoring in 2019. In this collaborative journey of planning and interventions with each mentored, it was possible to investigate the contributions of DBR to qualify the actions of mentoring, evaluate the contributions of this training methodology to assist teachers in the development of experimental investigative activities, in addition to aim to analyze the process of change in the conception of the nature of science and practice in science teaching. This qualitative research stage is guided by the DBR (Design Based Research) research methodology, to which the research team contributed in designing the aspects to be enhanced with the mentored, through the mentor's mediation, which it integrated both contexts (schools and university). The data emerging from the preliminary stage, with the group of teachers, are presented with excerpts, in a chronological interpretative way. As for mentoring, the data collected were analyzed and are organized in three cycles: Initiation and cultivation cycle; Cultivation and separation cycle and Reset cycle. During the mentoring experience cycles, it was possible to highlight the importance for teachers to receive support to undertake changes, especially in the structuring of planning. The extended training time associated with multiple and continuous experiences created a strong bond between mentored and mentor, which later resulted in an effort to create cautious strategies to them proceed independently. This training methodology proved to be effective for experienced teachers and, together with DBR, helped to redesign the training. At the end of this study, it is possible to conclude that the change involves supporting and assisting the teacher in his specific needs (overcoming fears and strengthening his self-confidence), based on a collaborative respectful relationship. The better performance of the students also contributed to the change. Henceforth, teaching through experimental investigative activities started to make sense and the variant in the actions contributed to change in the conceptions of the nature of science. The teachers realized that there is an approximation between science teaching and the nature of science, this conception being changeable depending on how it is taught. In summary, reflective doing led to a better philosophical understanding, consequently, the conception runs through actions and vice versa (interlaced cycle). It ends with evidence that there were micro-ruptures of thought and action, always based on habits, beliefs, culture, materials, among other elements.
In this research it was proposed to redesign the mentoring with teachers of the Elementary School in the methodology of experimental investigative teaching and conception of the nature of science. To this end, a preliminary stage of continuous training was initially proposed to a group of 33 teachers, during 2018. At the end of the preliminary stage, Ana and Maria were invited, who participated in the mentoring in 2019. In this collaborative journey of planning and interventions with each mentored, it was possible to investigate the contributions of DBR to qualify the actions of mentoring, evaluate the contributions of this training methodology to assist teachers in the development of experimental investigative activities, in addition to aim to analyze the process of change in the conception of the nature of science and practice in science teaching. This qualitative research stage is guided by the DBR (Design Based Research) research methodology, to which the research team contributed in designing the aspects to be enhanced with the mentored, through the mentor's mediation, which it integrated both contexts (schools and university). The data emerging from the preliminary stage, with the group of teachers, are presented with excerpts, in a chronological interpretative way. As for mentoring, the data collected were analyzed and are organized in three cycles: Initiation and cultivation cycle; Cultivation and separation cycle and Reset cycle. During the mentoring experience cycles, it was possible to highlight the importance for teachers to receive support to undertake changes, especially in the structuring of planning. The extended training time associated with multiple and continuous experiences created a strong bond between mentored and mentor, which later resulted in an effort to create cautious strategies to them proceed independently. This training methodology proved to be effective for experienced teachers and, together with DBR, helped to redesign the training. At the end of this study, it is possible to conclude that the change involves supporting and assisting the teacher in his specific needs (overcoming fears and strengthening his self-confidence), based on a collaborative respectful relationship. The better performance of the students also contributed to the change. Henceforth, teaching through experimental investigative activities started to make sense and the variant in the actions contributed to change in the conceptions of the nature of science. The teachers realized that there is an approximation between science teaching and the nature of science, this conception being changeable depending on how it is taught. In summary, reflective doing led to a better philosophical understanding, consequently, the conception runs through actions and vice versa (interlaced cycle). It ends with evidence that there were micro-ruptures of thought and action, always based on habits, beliefs, culture, materials, among other elements.
Descrição
Palavras-chave
Ensino de Ciências nos anos iniciais; Atividades experimentais investigativas; Concepção sobre a natureza de ciência; Mentoring; DBR; Science Teaching in the Elementary School; Investigative experimental activities; Conception of the nature of science
Citação
KLIEMANN, Geovana Luiza. Mentoring com professores dos anos iniciais na metodologia de atividades experimentais investigativas e concepção sobre a natureza de ciência. 2020. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 nov. 2020. Disponível em: http://hdl.handle.net/10737/2915.