Formação de professores no ensino de Ciências: Diálogo entre conhecimentos prévios e científicos

• Ano de defesa: 2018
• Autor(a) principal: Gomes, Amanda Ricelli de Almeida Nunes
• Orientador(a): Dias, Marcia Adelino da Silva
• Banca de defesa: Santiago, Zélia Maria de Arruda , Tavares, Andrezza Maria Batista do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Formação de professores; Conhecimentos prévios; Conhecimento científico; Ensino de Ciências
• Palavras-chave em Inglês: Previous knowledge; Scientific knowledge; Formations of teachers; Science teaching
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73912

The studies about teacher education and science teaching, It has been the focus of much research, mainly when talking in create opportunities for the student with a learning closer to your reality. The objectives of this research consist reflect on the importance of dialogue between the students' prior knowledge and scientific knowledge in science classes, investigate the insertion of contextualization and interdisciplinarity as approaches facilitators of the teaching-learning process, as well as contribute to the continuing education of teachers systematizing reflexivity based on in the concepts of science teaching, interdisciplinarity, contextualization and diversity of knowledge through the pedagogical book. That way as an instrument of data collection, it was applied a semistructured questionnaire, about understanding of teaching practice, the appreciation of students' prior knowledge in science classes, in addition, to identify the interdisciplinary approach and contextualization in class and activities proposed by teachers. The search it was made with science teachers of the municipality of Pocinhos (PB), with three public school of elementary school, one in the countryside and two of the urban area. The results indicate that there is a fragility in the understanding of interdisciplinarity and contextualization, it was understood the teachers do not use these approaches in their classes, because they are anchored in reproduction of the contents of the textbook distancing the discipline from the reality of the students devaluing students' prior knowledge, with the intention to promote reflections on the axes that configure the present research, we made a pedagogical book to contribute to the continuing education of teachers.