Apropriação do discurso científico por professores de ciências e a transposição didática em sala de aula

• Ano de defesa: 2013
• Autor(a) principal: Furquim, Mara Silvia Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Divulgação científica; Discurso científico; Transposição didática; Formação de professores; Ciências - Estudo e ensino; Professores de ciência; Prática de ensino; Didática; Science communication; Scientific discourse; Didactic transposition; Teacher formation; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13905; https://doi.org/10.14393/ufu.di.2013.344

This paper discusses the appropriation of scientific discourse by science teachers and how they do the didactic transposition of the scientific knowledge in the classroom. Therefore, we investigated fifteen schools and twenty eight science teachers from public schools in the city of Araguari Minas Gerais - Brazil. Three science teachers were selected to be interviewed and to have their classes observed. The school is one of the formal spaces of the scientific discourse and the teacher is who enables that speech schooled happens. The teachers mediate the appropriate content for students and for themselves, coming from multiple sources, and make the implementation of this knowledge, didactically, in their classes. Thus, we realize the importance of scientific-cultural mobilized by the teacher, as a citizen that is, to compose their social role. The purpose of this study was to develop an investigation that would provide an analysis of how science teachers from public schools appropriating scientific discourse and how to make the didactic transposition of this discourse in the classroom with their students. We highlight how problematic the following questions: What is the profile of the professional and social science teachers? In forming processes that teachers build their knowledge and skills, values and culture to compose his scientific discourse? How to bind the routine of school, curriculum, and school practice of information disclosed by the media about science and technology? To collect data, we used as instruments questionnaires, interviews and observation of classroom situations. The analysis of the information gathered in this study showed evidence that teachers take ownership of scientific discourse in different ways on diversity, intensity and quality of sources. And the socialization of this knowledge in didactic transposition is driven by science textbook.