Movimento sociais e formação de professoras e professores de ciências em artigos nacionais e internacionais

• Ano de defesa: 2021
• Autor(a) principal: Souza, Ivania Aparecida de
• Orientador(a): Sebastiani, Renata
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Araras
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar
• Palavras-chave em Português: Formação inicial; Ensino de ciências; Professores de ciências; Movimentos populares; Licenciandos em ciências biológicas
• Palavras-chave em Inglês: Science teachers; Popular Movements; Graduates in biological sciences; Teacher training; Science teaching
• Área do conhecimento CNPq: OUTROS::CIENCIAS
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/17313

The present work aimed to identify if there is a contribution of scientific research that articulates the formation of teachers and social movements. We emphasize that this theme is related to the training of professionals who practice critical reflection, praxis and dialogue (FREIRE & SHOR, 1986) when teaching their subjects. The research had data collection on a qualitative basis, having as reference the bibliographical research (LIMA and MIOTO, 2007) where four articles were found, two Brazilians and two Colombians, and the analysis was performed according to the theory of Discursive Textual Analysis (ATD) (MORAES and GALIAZZI, 2006). When developing the processes indicated in the ATD, we highlighted more than one category for each of the articles and the analyzes were carried out according to categories defined a priori. Data collection was performed using the descriptors of teacher education and social/popular/popular social movements, along with the Web of Science and Scielo databases, with a chronological parameter established for the period between 2011 and 2020. Through these searches, they were selected four articles that were within the established parameters and through the analysis of the documents we were able to identify theoretical approaches by some, and approaches to the critical reflections that the authors inserted throughout the text, some of which will be highlighted. We conclude that the field of research involving the training of female teachers and social movements has a scarcity of publications, especially when we think about the training of female teachers specifically for the teaching of science, which indicates that it is an area with perspectives for future research.