Formação docente e ensino aprendizagem de ciências da natureza nos anos finais do ensino fundamental no Estado de Goiás

• Ano de defesa: 2016
• Autor(a) principal: Lopes, Ranib Aparecida dos Santos
• Orientador(a): Santos, Solange Xavier dos
• Banca de defesa: Santos, Solange Xavier dos, Resende, Isa Lúcia de Morais, Queirós, Wellington Pereira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Formação reflexiva; Trabalho docente; Estratégias de ensino; Prática pedagógica
• Palavras-chave em Inglês: Reflexive training; Teaching work; Teaching strategies; Teaching practice
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/483

Scientific knowledge comes anchoring more and more transformations in our daily lives, so that the nature of science education quality is fundamental to the full development of the learner. Although not the only factor relevant to teacher education has many implications in the teaching learning process. Thus, the aim of this study was to investigate the teacher training (initial and continuing), the pedagogical practice, working conditions and the learning of science of nature in the final years of primary school (EF) on the network of education of the State of Goiás, presenting propositions that may foster the teaching learning process of this curriculum component. From a sampling at four Regional Subsecretarias of education (SRE), including documentary research, questionnaires and interviews. Qualitative quantitative survey was reached about training, practice and the situation of the teaching work, as well as the results obtained in diagnostic assessments, carried out in 2012, 2013 and 2014 to 9th grade students of the EF. These data were used as guidelines the discussion on different aspects of the formation of the teaching work and learning, which were organized in four articles. The first presents a history of teacher education, emphasizing the situation in the State of Goiás. It shows that the movement established by the enactment of the LDB/96 promoted access to higher education and certification, however, didn't answer the specificities of teaching science. The second article presents a look at teachers who work in this area, in terms of their training and work situation. It was found that 85% of the teachers of the SRE participants operate without minimum training, 50% working under temporary contract, 75% have less than two years experience in science education and 77% teach classes in various disciplines, in different classes and shifts. This framework contributes to derail the quality of teaching practice, maximizing the challenges. With this reality of teachers, the third work discusses the issue of teaching and learning. He identified that more teaching strategies adopted are centred on the transmission of knowledge, didactic resources more employees are the textbook (98%) and the frame and chalk (95%) and the learning outcomes remain below expectations, inspiring concerns. The article presents the process of the construction of educational product, in order to subsidize the teaching practice. From the perspective of reflective professional formation and based on the demands of teachers, four dates were implemented Continuing training for teachers. The activities worked during these meetings were analyzed, discussed and appropriate enabling development in school and, with the aid of scholars of Institutional Scholarship Program Introduction to Teaching (PIBID/Biology/UEG/CCET), were implemented in classes from 6th to 9th grade program participant. At the end of this process the experiments experienced were used for the Organization of a pedagogical guide with suggestions of diversified activities for teaching natural sciences, so that other teachers can find teaching support content released. The reflections undertaken with teachers (active and in formation), and with students in the course of this work, lead to the conclusion that it is essential to rethink existing training models, ensuring optimal conditions for teachers to promote the teaching learning process.