A ciência enquanto um tema sociocientífico na formação inicial de professores de Ciências: uma reflexão acerca das implicações e potencialidades

• Ano de defesa: 2018
• Autor(a) principal: Baccin, Bruna Ambros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000dnd9
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ciência; Educação científica; Formação inicial; Science; Scientific education; Initial formation.; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/14912

In many moments, scientific knowledge is required in our daily lives so that we stand up to various issues. Sociocientíficas themes or issues cover social aspects related to current scientific knowledge. The approach of these topics in education is a viable alternative to improving the process of teaching and learning in science, as well as to the formation of the citizen. In this sense, it is understood that the decision by this approach is centered on the teacher, and it is necessary that it seeks to engage with the proposal and look for forms and content for the promotion of discussions and activities. In this way, it is also understood that it is necessary that in the initial formation of teachers of biological sciences, discussions involving sociocientíficas issues, as well as aspects related to science, are promoted, because this teacher needs to know what It's science to be able to teach her. Thus contributing to the development of a contextualized and reflective science teaching. In this context, the objective of this work was to discuss science, as a Sociocientífico theme, in the initial formation of teachers of biological sciences. The methodology supports the qualitative analysis and the research was developed with licensors and some teachers of a public institution of the RS. The realization of this study initially covered the application of a questionnaire, in order to verify the conceptions of the licensors on science, followed by the realization of a formative process with the class. Subsequently, the documentary analysis of the course pedagogical project was carried out, and interview with the teachers. The results of the initial questionnaire demonstrated the need to broaden the discussions about science and its epistemological aspects, depending on the misconceptions of the licensors, identified in the study. From this data obtained, a formative process was developed with the class. Where the training took the duration of four meetings of discussion, learning and reflection on the topic. Then, the analysis of the pedagogical project of course was carried out, where it was possible to identify that of a total of 58 subjects, only four of them contemplate the thematic in their bibliographic references. Finally, a questionnaire was applied to a teacher who worked with these disciplines throughout the course, revealing that this seeks to discuss this subject with the licensors, because it considers it fundamental in the context of the course in question. Thus, from the different sources of data in this study, it can be inferred that science is a theme that accommodates many other discussions relevant to discussion in the classroom, it is indispensable that the science teachers know what is science and their Implications in the formative process of their pupils. In this sense, it is understood that the initial formation of teachers of biological Sciences is the ideal space for learning about the epistemology of science, as well as the Sociocientíficos themes, thus enabling a contextualized and reflective teaching.