Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
|
Departamento: |
Faculdade de F?sica
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/7556 |
Resumo: | This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one. |
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Harres, Jo?o Batista Siqueira294.398.330-68http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765340H0908.867.980-00http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701539P8Oliveira, Luciano Denardin de2017-06-30T18:51:53Z2017-03-31http://tede2.pucrs.br/tede2/handle/tede/7556This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one.O objetivo deste trabalho foi compreender, ? luz da teoria da sociog?nese do conhecimento de Ludwik Fleck, a intera??o professor-cientista em um curso de forma??o continuada denominado Escola de F?sica do CERN. A pesquisa teve um car?ter qualitativo, enquadrando-se em um estudo de caso. Entrevistas foram realizadas com professores participantes do curso de forma??o supracitado e seus discursos interpretados segundo os pressupostos te?ricos da An?lise de Discurso da linha francesa. Compreendemos que a estrutura da Escola de F?sica do CERN reflete uma racionalidade t?cnica e que um ?nico coletivo de pensamento relativo ao estilo de pensamento da f?sica de part?culas ? estabelecido. Os cientistas integram o c?rculo esot?rico e os professores, o c?rculo exot?rico, fazendo com que o tr?fego de ideias seja da ordem intracoletiva. A circula??o intracoletiva de ideias fortalece o estilo de pensamento, de forma que ap?s a viv?ncia no CERN os professores passaram a inserir aspectos da f?sica de part?culas em suas aulas e a realizar atividades de divulga??o cient?fica relacionadas ao centro. Entretanto, n?o verificamos mudan?as significativas nas pr?ticas docentes dos participantes. Respaldado pela teoria fleckiana, defendemos que mudan?as nas pr?ticas docentes ocorrem de forma significativa se forem privilegiadas as circula??es intercoletivas de ideias. Para que essa situa??o seja alcan?ada e contemplando as principais diretrizes de pesquisas recentes que investigaram a intera??o professor-cientista em diferentes contextos, propomos um modelo de intera??o professor-cientista-pesquisador que envolva tr?s coletivos de pensamento distintos: dos saberes disciplinares, dos saberes da forma??o profissional e dos saberes experienciais.Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:51:53Z No. of bitstreams: 1 TES_LUCIANO_DENARDIN_DE_OLIVEIRA_COMPLETO.pdf: 2504086 bytes, checksum: 9d81a7646c1c0d3d1e22b731e7fcd83f (MD5)Made available in DSpace on 2017-06-30T18:51:53Z (GMT). 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dc.title.por.fl_str_mv |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
dc.title.alternative.eng.fl_str_mv |
Theoretical model for the teacher-scientist interaction from the CERN Portuguese Language Teachers programme : a case study according to view of Fleck?s epistemology |
title |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
spellingShingle |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck Oliveira, Luciano Denardin de Intera??o Professor-Cientista Ludwik Fleck Escola de F?sica do CERN Teoria da Sociog?nese do Conhecimento An?lise do Discurso CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
title_full |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
title_fullStr |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
title_full_unstemmed |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
title_sort |
Modelo te?rico para a intera??o professor-cientista a partir da Escola de F?sica do CERN : um estudo de caso ? luz da epistemologia de Fleck |
author |
Oliveira, Luciano Denardin de |
author_facet |
Oliveira, Luciano Denardin de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Harres, Jo?o Batista Siqueira |
dc.contributor.advisor1ID.fl_str_mv |
294.398.330-68 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765340H0 |
dc.contributor.authorID.fl_str_mv |
908.867.980-00 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701539P8 |
dc.contributor.author.fl_str_mv |
Oliveira, Luciano Denardin de |
contributor_str_mv |
Harres, Jo?o Batista Siqueira |
dc.subject.por.fl_str_mv |
Intera??o Professor-Cientista Ludwik Fleck Escola de F?sica do CERN Teoria da Sociog?nese do Conhecimento An?lise do Discurso |
topic |
Intera??o Professor-Cientista Ludwik Fleck Escola de F?sica do CERN Teoria da Sociog?nese do Conhecimento An?lise do Discurso CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-06-30T18:51:53Z |
dc.date.issued.fl_str_mv |
2017-03-31 |
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6185324025101002610 |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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