O ensino de ciências naturais nas licenciaturas em pedagogia : uma análise dos saberes disciplinares na prática docente universitária

• Ano de defesa: 2010
• Autor(a) principal: MARQUES, Flávia Maria Martins
• Orientador(a): SILVA, Rosane Alencar da
• Banca de defesa: PORTO, Zélia Granja, GOMES, Cláudia Roberta Araújo, SILVA, Suely Alves da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Ensino de ciências; Formação de professores; Prática docente; Licenciatura em Pedagogia; Ensino superior
• Palavras-chave em Inglês: Teaching sciences; Teacher training; Teaching practice; Pedagogy degree; Higher education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5470

The teaching of Science during the first years of basic education requires from the teacher, generally graduated in Pedagogy and also responsible for the teaching of other areas, abilities and competences related to the issues of his area. In this way, the current work, which is a result of the analysis of regulatory documents from Brazilian education and the interlocution with various scholars in the field of teacher‟s knowledge, aimed to analyze how the teaching of Natural Sciences in teacher‟s practice happens in Pedagogy Licentiate groups, identifying the disciplinary knowledge of the teacher trainer, responsible for this knowledge area, in view of all the demanding in the process of formation of the future lecturer. For this purpose we chose a methodological design of research guided by the qualitative descriptive approach, using documentary analysis preceded by a non-participant observation. We also elected notes in the logbook and semi-structured interview as a technique for the data construction. In general, our studies have pointed to the need of higher education institutions to offering in their courses of Bachelor of Education specific classes to science teaching, both striving for the approach of conceptual issues and for the approach of methodological issues in order to give the Science education a better treatment. In our studies we also stress out the need of a broad and more specific preparation of the pedagogue in the Sciences area as a strategy to tackle the issues concerning the scientific knowledge.