Formação do professor e docência em Química em rede social: estudos sobre inclusão escolar e o pensar comunicativo

• Ano de defesa: 2011
• Autor(a) principal: BENITE, Claudio Roberto Machado
• Orientador(a): BENITE, Anna Maria Canavarro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Doutorado em Quimica
• Departamento: Ciencias Exatas e da Terra
• País: BR
• Palavras-chave em Português: Rede social colaborativa; Inclusão escolar; Formação de professores; Rede social colaborativa-formaç de profess; Formaç de profess-Química; Inclusão escolar
• Palavras-chave em Inglês: Collaborative social network; Social inclusion; Teachers training
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/1022

This study investigated the use of collaborative social network as a training environment for critical reflection. The research intends to contribute to the understanding of the use of research networks as spaces to provide critical reflection, the understanding of the use of research networks as spaces to develop interventions in educational action and the study of training teachers of science/chemistry focusing school inclusion. The theoretical foundation of the study is centered on the Theory of Communicative Action by Habermas, suitable for analyzing the movement of action and on Vigotski the reference needed to reflect the production of speech. Participated in this study the components of the Rede Goiana Interdisciplinar de Pesquisa em Educação Especial/Inclusiva RPEI , five trainer teachers, eight graduate students, thirteen undergraduate students and twelve teachers of basic education, besides students of the licentiate course in chemistry from four higher education institutions, all from Goiás State. Reflecting about the relationship between research and teaching activities, this research was configured as an action-research, divided into three spiral cycles: the first featured by discussions on face-to-face environment in RPEI, involving theoretical and practical conceptions about the training of teachers for inclusion; the second, by the identification of conceptions of trainer teachers of chemistry from a higher education institution about school inclusion and teaching activities in this perspective; finally the third spiral cycle represented the plan of action through discussion forums in virtual environment, contribution to the formation of chemistry teachers on inclusion. Analyzing the dialogical activities on Moodle platform, our results pointed out that the activities like this allow us understanding how the language that express the verbal thought is employed by those involved in a dialogue. Also it has permitted to identify the processes that the participants use to appropriate social languages relative to pedagogical actions to chemistry teaching, in an inclusion perspective when mediated by experienced teachers, aiming the mutual understanding among those involved.