Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
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: |
Escola de Ci?ncias
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/8142 |
Resumo: | Starting from the assumption of the monistic education - articulation of cognitive and affective elements in the teaching and learning processes - this dissertation had as an aim to analyze the conceptions and / or the references about affectivity, present in the teachers? speeches from the area of Natural Sciences disciplines, and their possible reflections on their teaching practice in High School, as well as the way this relation is seen by the students. Under this perspective, the present research of qualitative nature and case-study type used as instruments of data collection: questionnaires; semi-structured interviews aimed at teachers and students; and, besides that, the observation of classes in Physics, Chemistry and Biology. The corpus selected for the analysis was examined under the light of Discursive Textual Analysis (MORAES; GALIAZZI, 2011). Thus, the individualization and categorization of the data obtained through the interviews and the observations in classroom resulted in a series of emerging categories that indicate both teachers and students recognize the importance of affective ties in the teaching and learning processes in order to qualify the pedagogical relations and, consequently, the academic results of the students. In this study, it was observed that the affective bond can be presented beneath two orders: teaching and learning and / or dialogue and social coexistence. Restricted to the commitment of teachers and students to pedagogical processes and to a more humane and sensitive education that contemplates the social, affective and cognitive dimensions of the subject, this research proposes a reinvention in the ways of teaching and learning, in order to construct an education for citizenship and not just a simple information exchange. Therefore, from the results found, it is understood that the study of affectivity and its respective applicability in the classroom seem to positively influence the development of autonomy and critical-reflexive sense of the student. |
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Ferraro, Jos? Lu?s Schifinohttp://lattes.cnpq.br/3175334112963316http://lattes.cnpq.br/7223856052347277Hahn, Tamiris de Oliveira2018-06-15T18:38:57Z2018-03-13http://tede2.pucrs.br/tede2/handle/tede/8142Starting from the assumption of the monistic education - articulation of cognitive and affective elements in the teaching and learning processes - this dissertation had as an aim to analyze the conceptions and / or the references about affectivity, present in the teachers? speeches from the area of Natural Sciences disciplines, and their possible reflections on their teaching practice in High School, as well as the way this relation is seen by the students. Under this perspective, the present research of qualitative nature and case-study type used as instruments of data collection: questionnaires; semi-structured interviews aimed at teachers and students; and, besides that, the observation of classes in Physics, Chemistry and Biology. The corpus selected for the analysis was examined under the light of Discursive Textual Analysis (MORAES; GALIAZZI, 2011). Thus, the individualization and categorization of the data obtained through the interviews and the observations in classroom resulted in a series of emerging categories that indicate both teachers and students recognize the importance of affective ties in the teaching and learning processes in order to qualify the pedagogical relations and, consequently, the academic results of the students. In this study, it was observed that the affective bond can be presented beneath two orders: teaching and learning and / or dialogue and social coexistence. Restricted to the commitment of teachers and students to pedagogical processes and to a more humane and sensitive education that contemplates the social, affective and cognitive dimensions of the subject, this research proposes a reinvention in the ways of teaching and learning, in order to construct an education for citizenship and not just a simple information exchange. Therefore, from the results found, it is understood that the study of affectivity and its respective applicability in the classroom seem to positively influence the development of autonomy and critical-reflexive sense of the student.Partindo do pressuposto de educa??o monista ? articula??o de elementos cognitivos e afetivos nos processos de ensino e aprendizagem ? esta disserta??o de mestrado objetivou analisar as concep??es e/ou refer?ncias sobre afetividade, presentes nos discursos de professores das disciplinas da ?rea de Ci?ncias da Natureza, e seus poss?veis reflexos em sua pr?tica docente no Ensino M?dio, bem como essa rela??o ? percebida por seus estudantes. Sob este vi?s, a presente pesquisa de natureza qualitativa e do tipo estudo de caso utilizou como instrumentos de coleta de dados: question?rios; entrevistas semiestruturadas direcionada a professores e estudantes; al?m de observa??o de aulas de F?sica, Qu?mica e Biologia. O corpus selecionado para an?lise foi examinado ? luz da An?lise Textual Discursiva (MORAES; GALIAZZI, 2011). Em assim sendo, a unitariza??o e categoriza??o dos dados obtidos por meio das entrevistas e observa??es em sala de aula resultou em uma s?rie de categorias emergentes que apontam que tanto professores quanto estudantes reconhecem a import?ncia dos la?os afetivos nos processos de ensino e aprendizagem em vistas a qualificar as rela??es pedag?gicas e, por consequ?ncia, os resultados escolares dos educandos. Neste estudo ainda foi constatado que o v?nculo afetivo pode apresentar-se sob duas ordens: ensino e aprendizagem e/ou; di?logo e conviv?ncia social. Condicionada, ent?o, ao comprometimento docente e discente com os processos pedag?gicos e a uma educa??o mais humana e sens?vel que contemple as dimens?es social, afetiva e cognitiva do sujeito, esta investiga??o prop?e uma reinven??o nas formas de se ensinar e aprender de modo que se construa uma educa??o para a cidadania e n?o apenas um simples repasse de informa??o. Portanto, a partir dos resultados encontrados, entende-se que o estudo da afetividade e sua respectiva aplicabilidade em sala de aula parecem influenciar positivamente o desenvolvimento da autonomia e do senso cr?tico-reflexivo do estudante.Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-07T13:56:24Z No. of bitstreams: 1 TamirisHahn_Disserta??oFinal_homologada.pdf: 1530466 bytes, checksum: dd98f8e53bafbd31649db90577056a7b (MD5)Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-06-15T18:35:44Z (GMT) No. of bitstreams: 1 TamirisHahn_Disserta??oFinal_homologada.pdf: 1530466 bytes, checksum: dd98f8e53bafbd31649db90577056a7b (MD5)Made available in DSpace on 2018-06-15T18:38:57Z (GMT). No. of bitstreams: 1 TamirisHahn_Disserta??oFinal_homologada.pdf: 1530466 bytes, checksum: dd98f8e53bafbd31649db90577056a7b (MD5) Previous issue date: 2018-03-13application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/172514/DIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?ticaPUCRSBrasilEscola de Ci?nciasAfetividadeEduca??o em Ci?nciasRela??o Professor-AlunoCIENCIAS HUMANAS::EDUCACAOAfetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho n?o apresenta restri??o para publica??o3565627554998330423500500-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.jpgDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.jpgimage/jpeg6103http://tede2.pucrs.br/tede2/bitstream/tede/8142/4/DIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.jpg473b0da67d9c7c50427b26810546fc1eMD54TEXTDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.txtDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.txttext/plain395383http://tede2.pucrs.br/tede2/bitstream/tede/8142/3/DIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdf.txt20113d31f95758c6e9ba2148b425e879MD53ORIGINALDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdfDIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdfapplication/pdf1530466http://tede2.pucrs.br/tede2/bitstream/tede/8142/2/DIS_TAMIRIS_DE_OLIVEIRA_HAHN_COMPLETO.pdfdd98f8e53bafbd31649db90577056a7bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/8142/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/81422018-06-15 20:00:59.332oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2018-06-15T23:00:59Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
title |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
spellingShingle |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente Hahn, Tamiris de Oliveira Afetividade Educa??o em Ci?ncias Rela??o Professor-Aluno CIENCIAS HUMANAS::EDUCACAO |
title_short |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
title_full |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
title_fullStr |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
title_full_unstemmed |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
title_sort |
Afetividade na educa??o em ci?ncias : da percep??o de estudantes ao discurso docente |
author |
Hahn, Tamiris de Oliveira |
author_facet |
Hahn, Tamiris de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferraro, Jos? Lu?s Schifino |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3175334112963316 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7223856052347277 |
dc.contributor.author.fl_str_mv |
Hahn, Tamiris de Oliveira |
contributor_str_mv |
Ferraro, Jos? Lu?s Schifino |
dc.subject.por.fl_str_mv |
Afetividade Educa??o em Ci?ncias Rela??o Professor-Aluno |
topic |
Afetividade Educa??o em Ci?ncias Rela??o Professor-Aluno CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Starting from the assumption of the monistic education - articulation of cognitive and affective elements in the teaching and learning processes - this dissertation had as an aim to analyze the conceptions and / or the references about affectivity, present in the teachers? speeches from the area of Natural Sciences disciplines, and their possible reflections on their teaching practice in High School, as well as the way this relation is seen by the students. Under this perspective, the present research of qualitative nature and case-study type used as instruments of data collection: questionnaires; semi-structured interviews aimed at teachers and students; and, besides that, the observation of classes in Physics, Chemistry and Biology. The corpus selected for the analysis was examined under the light of Discursive Textual Analysis (MORAES; GALIAZZI, 2011). Thus, the individualization and categorization of the data obtained through the interviews and the observations in classroom resulted in a series of emerging categories that indicate both teachers and students recognize the importance of affective ties in the teaching and learning processes in order to qualify the pedagogical relations and, consequently, the academic results of the students. In this study, it was observed that the affective bond can be presented beneath two orders: teaching and learning and / or dialogue and social coexistence. Restricted to the commitment of teachers and students to pedagogical processes and to a more humane and sensitive education that contemplates the social, affective and cognitive dimensions of the subject, this research proposes a reinvention in the ways of teaching and learning, in order to construct an education for citizenship and not just a simple information exchange. Therefore, from the results found, it is understood that the study of affectivity and its respective applicability in the classroom seem to positively influence the development of autonomy and critical-reflexive sense of the student. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-15T18:38:57Z |
dc.date.issued.fl_str_mv |
2018-03-13 |
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info:eu-repo/semantics/publishedVersion |
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http://tede2.pucrs.br/tede2/handle/tede/8142 |
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Brasil |
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Escola de Ci?ncias |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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