As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
|
Departamento: |
Centro de Ciências Exatas e Tecnológicas
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede.unioeste.br/handle/tede/6284 |
Resumo: | Active methodologies present themselves as a teaching model with the potential to move towards a more flexible and student-centered curriculum, making them the protagonist and main agent of their learning process. In this context, teacher training can act as a catalyst or limit for immersion in this innovative model. In order to deepen the understanding of active methodologies and teacher training, this exploratory bibliographic, documentary and field work sought to answer the following question: What do the documents of initial teacher training, the reports of Supervised Internships and do the Science and Biology interns show us about the use of active methodologies in teacher training? The objective of this research sought to establish indications on the use of active methodologies by Science and Biology interns in elementary school, final years and high school, observing the results of two higher education institutions in the western region of the state of PR. For data constitution and analysis, Discursive Textual Analysis (DTA) was used, with three categories of analysis being constructed: I. Active methodologies as an alternative to traditional teaching, II. Active methodologies and the role of the student and the teacher in teaching and learning, III. Active methodologies in the initial training of Science and Biology teachers. Through the studies carried out, it was possible to verify that the Pedagogical Course Projects (PPC) of the two educational institutions do not address the topic of active methodologies in their content. In addition, the answers of the interns of the Degree in Biological Sciences of the year 2019 to the questionnaire indicate that they consider they have studied active methodologies at some point in the course, and the vast majority indicated that they had used these during the supervised internships of sciences. and Biology. However, the Supervised Internship reports indicate that the interns predominantly used traditional teaching, where expository classes, dialoged expository and dialogic discursive classes appeared as a highlight in the lesson plans. Regarding the use of active methodologies, the inverted classroom was the most used, followed by Group/Team Learning (TBL) and Gamification, but in a timid and punctual way. Thus, the results show us contradictions between the discourse and the practice of the trainees regarding the use of active methodologies in teaching practice, which made us infer that the training offered by the Degree courses in Biological Sciences of the two universities, in relation to the theme active methodologies, presents elements of fragility insofar as aspects of dichotomy between theory and practice appear in the analyzed data. From this, we need to move towards more significant reflections in relation to the path to be followed for the implementation of active methodologies in teaching practice, even if it is a path marked by difficulties and barriers, however, it is important to remember that obstacles and adversities are present in any innovation process and that moving forward, returning, choosing new paths and continuing the journey is part of a successful trajectory in any area |
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Strieder, Dulce Mariahttp://lattes.cnpq.br/4981747301070724 Schneider, Eduarda Mariahttp://lattes.cnpq.br/5480725187623336Strieder, Dulce Mariahttp://lattes.cnpq.br/4981747301070724 Schneider, Eduarda Mariahttp://lattes.cnpq.br/5480725187623336Ferraz, Daniela Frigohttp://lattes.cnpq.br/8545353645381794Fujii, Rosangela Araujo Xavierhttp://lattes.cnpq.br/3295825457060769http://lattes.cnpq.br/0303487285008190Machado, Jeniffer Sabrina2022-11-09T13:01:40Z2022-09-15Machado, Jeniffer Sabrina. As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados. 2022. 209 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022.https://tede.unioeste.br/handle/tede/6284Active methodologies present themselves as a teaching model with the potential to move towards a more flexible and student-centered curriculum, making them the protagonist and main agent of their learning process. In this context, teacher training can act as a catalyst or limit for immersion in this innovative model. In order to deepen the understanding of active methodologies and teacher training, this exploratory bibliographic, documentary and field work sought to answer the following question: What do the documents of initial teacher training, the reports of Supervised Internships and do the Science and Biology interns show us about the use of active methodologies in teacher training? The objective of this research sought to establish indications on the use of active methodologies by Science and Biology interns in elementary school, final years and high school, observing the results of two higher education institutions in the western region of the state of PR. For data constitution and analysis, Discursive Textual Analysis (DTA) was used, with three categories of analysis being constructed: I. Active methodologies as an alternative to traditional teaching, II. Active methodologies and the role of the student and the teacher in teaching and learning, III. Active methodologies in the initial training of Science and Biology teachers. Through the studies carried out, it was possible to verify that the Pedagogical Course Projects (PPC) of the two educational institutions do not address the topic of active methodologies in their content. In addition, the answers of the interns of the Degree in Biological Sciences of the year 2019 to the questionnaire indicate that they consider they have studied active methodologies at some point in the course, and the vast majority indicated that they had used these during the supervised internships of sciences. and Biology. However, the Supervised Internship reports indicate that the interns predominantly used traditional teaching, where expository classes, dialoged expository and dialogic discursive classes appeared as a highlight in the lesson plans. Regarding the use of active methodologies, the inverted classroom was the most used, followed by Group/Team Learning (TBL) and Gamification, but in a timid and punctual way. Thus, the results show us contradictions between the discourse and the practice of the trainees regarding the use of active methodologies in teaching practice, which made us infer that the training offered by the Degree courses in Biological Sciences of the two universities, in relation to the theme active methodologies, presents elements of fragility insofar as aspects of dichotomy between theory and practice appear in the analyzed data. From this, we need to move towards more significant reflections in relation to the path to be followed for the implementation of active methodologies in teaching practice, even if it is a path marked by difficulties and barriers, however, it is important to remember that obstacles and adversities are present in any innovation process and that moving forward, returning, choosing new paths and continuing the journey is part of a successful trajectory in any areaAs metodologias ativas se apresentam como um modelo de ensino com potencial de avançar para um currículo mais flexível e centrado no aluno, tornando-o protagonista e agente principal do seu processo de aprendizagem. Nesse contexto, a formação docente pode atuar como catalizadora ou limitadora da imersão neste modelo inovador. No sentido de aprofundar as compreensões sobre as metodologias ativas e a formação de professores, este trabalho de ordem bibliográfica, documental e de campo exploratório, buscou responder à seguinte questão: O que os documentos de formação inicial de professores, os relatórios dos Estágios Supervisionados e os estagiários de Ciências e Biologia nos mostram sobre o uso de metodologias ativas na formação docente? O objetivo desta pesquisa foi estabelecer indicativos sobre o uso de metodologias ativas por estagiários de Ciências e Biologia no ensino fundamental anos finais e nível médio, observando o resultado de duas instituições de ensino superior da região Oeste do estado do Paraná. Para constituição e análise dos dados, utilizou-se a Análise Textual Discursiva (ATD), sendo construídas três categorias de análise: I. Metodologias ativas como alternativa ao ensino tradicional, II. Metodologias ativas e o papel do aluno e do professor no ensino e aprendizagem, III. As metodologias ativas na formação inicial de professores de Ciências e Biologia. Por meio dos estudos realizados, foi possível constatar que os Projetos Pedagógicos de Curso (PPC) das duas instituições de ensino não abordam, em seu conteúdo, o tema metodologias ativas. Além disso, as respostas dos estagiários do curso de Licenciatura em Ciências Biológicas do ano de 2019 ao questionário apontam que estes consideram ter estudado sobre metodologias ativas em algum momento do curso, e a grande maioria indicou ter utilizado estas durante os estágios supervisionados de Ciências e Biologia. Porém, os relatórios de Estágios Supervisionados indicam que os estagiários utilizaram de forma predominante o ensino tradicional, em que as aulas expositivas, expositivas dialogadas e aulas práticas apareceram como destaque nos planos de aula. No que se refere à utilização de metodologias ativas, a sala de aula invertida foi a mais utilizada, seguida pela Aprendizagem em grupo/time (TBL) e pela Gamificação, porém, de forma tímida e pontual. Assim, os resultados mostram contradições entre o discurso e a prática dos estagiários quanto a utilizar metodologias ativas na prática docente, o que permitiu inferir que a formação oferecida pelos cursos de Licenciatura em Ciências Biológicas das duas universidades, em relação ao tema metodologias ativas, apresenta elementos de fragilidade conforme transparecem, nos dados analisados, aspectos de dicotomia entre a teoria e a prática. A partir disso, é necessário avançar para reflexões mais significativas em relação ao caminho a ser percorrido para a implementação das metodologias ativas na prática docente, mesmo que seja um caminho marcado por dificuldades e barreiras, porém, é importante considerar que obstáculos e adversidades estão presentes em qualquer processo de inovação, e que avançar, retornar, escolher novos caminhos e continuar a caminhada é parte de uma trajetória de sucesso em qualquer áreaSubmitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2022-11-09T13:01:40Z No. of bitstreams: 2 Jeniffer_Machado.2022.pdf: 1688959 bytes, checksum: a5eacc06458ceab485a4259ca2421c24 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-11-09T13:01:40Z (GMT). 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dc.title.por.fl_str_mv |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
dc.title.alternative.eng.fl_str_mv |
The methodologies active in the initial training of Science and Biology teachers: a look at supervised curricular internships |
title |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
spellingShingle |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados Machado, Jeniffer Sabrina Metodologias ativas Metodologias inovadoras Estágio Supervisionado em Ciências e Biologia Análise Textual Discursiva Educação em Ciências Active methodologies Innovative methodologies Supervised Internship in Science and Biology Discursive Textual Analysis Science Education EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
title_short |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
title_full |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
title_fullStr |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
title_full_unstemmed |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
title_sort |
As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados |
author |
Machado, Jeniffer Sabrina |
author_facet |
Machado, Jeniffer Sabrina |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Strieder, Dulce Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.advisor-co1.fl_str_mv |
Schneider, Eduarda Maria |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/5480725187623336 |
dc.contributor.referee1.fl_str_mv |
Strieder, Dulce Maria |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.referee2.fl_str_mv |
Schneider, Eduarda Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5480725187623336 |
dc.contributor.referee3.fl_str_mv |
Ferraz, Daniela Frigo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8545353645381794 |
dc.contributor.referee4.fl_str_mv |
Fujii, Rosangela Araujo Xavier |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3295825457060769 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0303487285008190 |
dc.contributor.author.fl_str_mv |
Machado, Jeniffer Sabrina |
contributor_str_mv |
Strieder, Dulce Maria Schneider, Eduarda Maria Strieder, Dulce Maria Schneider, Eduarda Maria Ferraz, Daniela Frigo Fujii, Rosangela Araujo Xavier |
dc.subject.por.fl_str_mv |
Metodologias ativas Metodologias inovadoras Estágio Supervisionado em Ciências e Biologia Análise Textual Discursiva Educação em Ciências |
topic |
Metodologias ativas Metodologias inovadoras Estágio Supervisionado em Ciências e Biologia Análise Textual Discursiva Educação em Ciências Active methodologies Innovative methodologies Supervised Internship in Science and Biology Discursive Textual Analysis Science Education EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
dc.subject.eng.fl_str_mv |
Active methodologies Innovative methodologies Supervised Internship in Science and Biology Discursive Textual Analysis Science Education |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
description |
Active methodologies present themselves as a teaching model with the potential to move towards a more flexible and student-centered curriculum, making them the protagonist and main agent of their learning process. In this context, teacher training can act as a catalyst or limit for immersion in this innovative model. In order to deepen the understanding of active methodologies and teacher training, this exploratory bibliographic, documentary and field work sought to answer the following question: What do the documents of initial teacher training, the reports of Supervised Internships and do the Science and Biology interns show us about the use of active methodologies in teacher training? The objective of this research sought to establish indications on the use of active methodologies by Science and Biology interns in elementary school, final years and high school, observing the results of two higher education institutions in the western region of the state of PR. For data constitution and analysis, Discursive Textual Analysis (DTA) was used, with three categories of analysis being constructed: I. Active methodologies as an alternative to traditional teaching, II. Active methodologies and the role of the student and the teacher in teaching and learning, III. Active methodologies in the initial training of Science and Biology teachers. Through the studies carried out, it was possible to verify that the Pedagogical Course Projects (PPC) of the two educational institutions do not address the topic of active methodologies in their content. In addition, the answers of the interns of the Degree in Biological Sciences of the year 2019 to the questionnaire indicate that they consider they have studied active methodologies at some point in the course, and the vast majority indicated that they had used these during the supervised internships of sciences. and Biology. However, the Supervised Internship reports indicate that the interns predominantly used traditional teaching, where expository classes, dialoged expository and dialogic discursive classes appeared as a highlight in the lesson plans. Regarding the use of active methodologies, the inverted classroom was the most used, followed by Group/Team Learning (TBL) and Gamification, but in a timid and punctual way. Thus, the results show us contradictions between the discourse and the practice of the trainees regarding the use of active methodologies in teaching practice, which made us infer that the training offered by the Degree courses in Biological Sciences of the two universities, in relation to the theme active methodologies, presents elements of fragility insofar as aspects of dichotomy between theory and practice appear in the analyzed data. From this, we need to move towards more significant reflections in relation to the path to be followed for the implementation of active methodologies in teaching practice, even if it is a path marked by difficulties and barriers, however, it is important to remember that obstacles and adversities are present in any innovation process and that moving forward, returning, choosing new paths and continuing the journey is part of a successful trajectory in any area |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-09T13:01:40Z |
dc.date.issued.fl_str_mv |
2022-09-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Machado, Jeniffer Sabrina. As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados. 2022. 209 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6284 |
identifier_str_mv |
Machado, Jeniffer Sabrina. As metodologias ativas na formação inicial de professores de Ciências e Biologia: um olhar para os estágios curriculares supervisionados. 2022. 209 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
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https://tede.unioeste.br/handle/tede/6284 |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Centro de Ciências Exatas e Tecnológicas |
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Universidade Estadual do Oeste do Paraná Cascavel |
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