O corpo e a escola: o ensino para al?m de um corpo biol?gico.

• Ano de defesa: 2021
• Autor(a) principal: Guimar?es, Marcella Pereira Barbosa
• Orientador(a): Machado, L?gia Cristina Machado
• Banca de defesa: Machado, Ligia Cristina Ferreira , Fonseca, Lana Claudia de Souza , Mattos, Luciana Antunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Mestrado Profissional em Educa??o em Ci?ncias e Matem?tica
• Departamento: Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: Conhecimentos Pr?vios; Ensino e Aprendizagem em Ci?ncias; Alfabetiza??o cient?fica; Corpo Humano
• Palavras-chave em Inglês: Prior Knowledge; Science Teaching and Learning; Scientific Literacy; Human Body
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6700

Guimar?es, Marcella Pereira Barbosa.The Body and the School: Teaching beyond a biological body.2021. 135 pp. Dissertation master's degree by the graduate Program in Sciences and Mathematics, Universidad Federal Rural of Rio de Janeiro, Serop?dica, RJ, 2021. Considering the current context that demands an adequate formation in Sciences and the emptying of this area of knowledge in the initial years of Elementary Education, this study aims to analyze the contributions of activities that address the theme Body for the process of construction of scientific knowledge of students from a 4th grade class. Year of Elementary School in a public school. For the organization of these activities and, later development in the classroom, I base myself on the perspective of Scientific Literacy proposed by Chassot (2003) and of significant learning dealt with by Coll (2002). The articulation of these two perspectives points to a more committed and inclusive science teaching when they are able to construct and assign meaning to what is being taught so that it can mobilize what has been learned in different contexts. For this, the approached theme - body - is problematized in order to break a teaching that breaks it up into parts and compares it to a machine. An approach is sought that allows the appropriation of the human body in its biological aspects and also in the social, cultural and affective order. From this theoretical perspective, the students' prior knowledge gains relevance. This is the starting point for defining activities. This qualitative study was carried out in a public school in the Municipality of Queimados, located in Baixada Fluminense-RJ. Having as subjects of study the students of the 4th year Alpha of Elementary School. The first two activities carried out, aimed at identifying how students perceived their bodies and the bodies of boys and girls. In the analysis of these two activities, we identified that, for students, the body manifests itself in different aspects such as fragmentation and stereotypes that are culturally rooted. In the third activity - the Kuduro Dance - carried out in several stages, we invested in the approach of a humanized body, aiming that students build knowledge and identity about their own bodies. The activities carried out and analyzed allowed the organization of a DVD that includes other activities that contribute to this holistic approach to the body including the issue of identity construction. This diversity of activities seeks to break with this fragmentation of what prevents students from understanding that the human body is not the sum of pieces like a puzzle. It is about investing in a body approach in schools that is constituted in its entirety. Hence the importance of a proposal that addresses the body in broader perspectives.