A percepção de professores de ciências e biologia sobre projetos na escola : concepções e dificuldades

• Ano de defesa: 2010
• Autor(a) principal: CARDOSO, Sílvia Carla da Silva
• Orientador(a): JÓFILI, Zélia Maria Soares
• Banca de defesa: SILVA, Márcia Gorette Lima da, SILVA, Suely Alves da, BARBOSA, Rejane Martins Novais
• 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: Formação de professores; Ensino de ciências; Ensino de biologia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7466

This research is about the factors that contribute to the process of development-discontinuity of work projects in a state school. The objectives were to identify: (a) the concept on projects held by science and biology teachers; (b) the obstacles that hinder the consolidation of this pedagogical practice in state schools; and (c) the reasons that lead teachers to work or not, with work projects. The methodology was qualitative in which we use depth semi-structured interviews as a tool for data construction. The selection of the research participants was based on the information presented in a previous questionnaire applied to the teachers. The criteria used to define the participants were the teacher's interest and experience in to develop work project, the discipline taught and the willingness to participate. The results revealed that although two out of three teachers surveyed demonstrated inadequate conceptions about work projects, which are reflected in teaching practices incipient and unattractive to the students. A major obstacle to its development is the lack of effective institutional support. Thus, by planning and implementing projects in school they struggle difficulties to find out solutions. We found that these difficulties have negatively affected the motivation of the teachers, who feel discouraged to continue developing this educational activity. But these are not insurmountable barriers, as some can be addressed by teachers themselves. For this, it is important that the teacher can reflect critically on their practice, to become aware of the limitations of their own, the institution and the context and look beyond them. We believe that a program of teacher training to encourage and assist the educator to think on solutions can help to overcome the problems.