A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química
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| 1. autor: | |
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| Data wydania: | 2023 |
| Format: | Master thesis |
| Język: | por |
| Źródło: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/625 |
Streszczenie: | Faced with an educational scenario that has undergone modifications and prescriptions in recent years, with regard to the implementation of a Common National Base, both for the curricular paths of basic education and for teacher training, the requirement on the teachers to meet pre-established syllabus contents in linear and decontextualized curricula. The theme approach is recognized, even though it is not an instantaneous path, as a possibility to break with this logic and reach more critical-reflexive, argumentative and democratic formative processes. For this, the research assumed a theoretical-practical character and bet on the articulation between STS Education and Paulo Freire in the context of initial teacher training, starting point in the teaching constitution and incorporation of methodologies, strategies and pedagogical practices. Theoretical character because it initiates discussions that need further deepening, proposing an alternative terminology (CTS-Freire) to that currently being adopted by researchers, in a generalized way (Freire-CTS). Practical character because it aimed to reflect on the CTS-Freire perspective in a teaching immersion in initial training in Chemistry, together with a complementary graduation curricular component, adopting the theme World hunger and food sources. The research methodology is configured as an approximation with action research, which took place in phases, contemplating moments of planning together with the teacher responsible for the curricular component and collective moments together with the class. The data collection instruments were two questionnaires, one pre-immersion and one post-immersion, in addition to transcripts of three classes. Data analysis took place via Discursive Textual Analysis, giving rise to three categories: i) The unfinished nature of subjects: (re)signifying social and pedagogical practices; ii) Polysemy of CTS Education: purposes and parameters achieved in the approach called CTS-Freire; and iii) The Approach to Themes in Science Teaching: possible paths? It is considered that the theoretical studies, still incipient, are configured as an invitation to researchers in the area, so that they can add their experiences and contribute to the deepening of investigations about the CTS-Freire terminology. Regarding teaching immersion, it showed a dialogical and reflective potential, reaching debates on local/regional and global demands, as well as fostering problematizations and questions in opposition to the neutrality of Science and the linear model of progress. The academics stated that the experience in the undergraduate complementary curricular component was different from most of the experiences they had had contact with in the course and that they will seek to incorporate the actions into their pedagogical practices. Finally, they realized that the immersion allowed them to glimpse other dimensions and values not previously considered, in addition to having recognized the approach to themes as a challenge to be pursued and implemented in basic education and higher education. |
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| author | Maraschin, André de Azambuja |
| author_browse | Maraschin, André de Azambuja |
| author_facet | Maraschin, André de Azambuja |
| author_role | author |
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| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Lindemann, Renata Hernandez Lindemann, Renata Hernandez Muenchen, Cristiane Firme, Marcia Von Fruhauf Dalmolin, Antonio Marcos Teixeira |
| dc.contributor.advisor1.fl_str_mv | Lindemann, Renata Hernandez |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/8150927782611326 |
| dc.contributor.author.fl_str_mv | Maraschin, André de Azambuja |
| dc.contributor.authorLattes.fl_str_mv | https://lattes.cnpq.br/4687310526172756 |
| dc.contributor.referee1.fl_str_mv | Lindemann, Renata Hernandez |
| dc.contributor.referee1Lattes.fl_str_mv | http://lattes.cnpq.br/8150927782611326 |
| dc.contributor.referee2.fl_str_mv | Muenchen, Cristiane |
| dc.contributor.referee2Lattes.fl_str_mv | http://lattes.cnpq.br/0008067199219325 |
| dc.contributor.referee3.fl_str_mv | Firme, Marcia Von Fruhauf |
| dc.contributor.referee3Lattes.fl_str_mv | http://lattes.cnpq.br/9577471268448673 |
| dc.contributor.referee4.fl_str_mv | Dalmolin, Antonio Marcos Teixeira |
| dc.contributor.referee4Lattes.fl_str_mv | http://lattes.cnpq.br/0380536740656403 |
| dc.date.accessioned.fl_str_mv | 2024-06-12T19:04:00Z |
| dc.date.issued.fl_str_mv | 2023 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.citation.fl_str_mv | MARASCHIN, André de Azambuja. A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química. 219 f.: il. 2023. Dissertação (Mestrado Acadêmico em Ensino) – Universidade Federal do Pampa, Campus Bagé, Bagé, 2023. |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/625 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Universidade Federal do Pampa |
| dc.publisher.none.fl_str_mv | Universidade Federal do Pampa |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Ensino |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Educação |
| dc.subject.eng.fl_str_mv | Thematic approach Citizenship PLACTS Chemistry teaching |
| dc.subject.por.fl_str_mv | Abordagem temática Cidadania PLACTS Ensino de química |
| dc.title.por.fl_str_mv | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Faced with an educational scenario that has undergone modifications and prescriptions in recent years, with regard to the implementation of a Common National Base, both for the curricular paths of basic education and for teacher training, the requirement on the teachers to meet pre-established syllabus contents in linear and decontextualized curricula. The theme approach is recognized, even though it is not an instantaneous path, as a possibility to break with this logic and reach more critical-reflexive, argumentative and democratic formative processes. For this, the research assumed a theoretical-practical character and bet on the articulation between STS Education and Paulo Freire in the context of initial teacher training, starting point in the teaching constitution and incorporation of methodologies, strategies and pedagogical practices. Theoretical character because it initiates discussions that need further deepening, proposing an alternative terminology (CTS-Freire) to that currently being adopted by researchers, in a generalized way (Freire-CTS). Practical character because it aimed to reflect on the CTS-Freire perspective in a teaching immersion in initial training in Chemistry, together with a complementary graduation curricular component, adopting the theme World hunger and food sources. The research methodology is configured as an approximation with action research, which took place in phases, contemplating moments of planning together with the teacher responsible for the curricular component and collective moments together with the class. The data collection instruments were two questionnaires, one pre-immersion and one post-immersion, in addition to transcripts of three classes. Data analysis took place via Discursive Textual Analysis, giving rise to three categories: i) The unfinished nature of subjects: (re)signifying social and pedagogical practices; ii) Polysemy of CTS Education: purposes and parameters achieved in the approach called CTS-Freire; and iii) The Approach to Themes in Science Teaching: possible paths? It is considered that the theoretical studies, still incipient, are configured as an invitation to researchers in the area, so that they can add their experiences and contribute to the deepening of investigations about the CTS-Freire terminology. Regarding teaching immersion, it showed a dialogical and reflective potential, reaching debates on local/regional and global demands, as well as fostering problematizations and questions in opposition to the neutrality of Science and the linear model of progress. The academics stated that the experience in the undergraduate complementary curricular component was different from most of the experiences they had had contact with in the course and that they will seek to incorporate the actions into their pedagogical practices. Finally, they realized that the immersion allowed them to glimpse other dimensions and values not previously considered, in addition to having recognized the approach to themes as a challenge to be pursued and implemented in basic education and higher education. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_33dd3b7aa39e5cbacfdf7756e69f6f3a |
| identifier_str_mv | MARASCHIN, André de Azambuja. A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química. 219 f.: il. 2023. Dissertação (Mestrado Acadêmico em Ensino) – Universidade Federal do Pampa, Campus Bagé, Bagé, 2023. |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/625 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidade Federal do Pampa |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Lindemann, Renata Hernandezhttp://lattes.cnpq.br/8150927782611326Lindemann, Renata Hernandezhttp://lattes.cnpq.br/8150927782611326Muenchen, Cristianehttp://lattes.cnpq.br/0008067199219325Firme, Marcia Von Fruhaufhttp://lattes.cnpq.br/9577471268448673Dalmolin, Antonio Marcos Teixeirahttp://lattes.cnpq.br/0380536740656403https://lattes.cnpq.br/4687310526172756Maraschin, André de Azambuja2024-06-12T19:04:00Z2023MARASCHIN, André de Azambuja. A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química. 219 f.: il. 2023. Dissertação (Mestrado Acadêmico em Ensino) – Universidade Federal do Pampa, Campus Bagé, Bagé, 2023.https://deposita.ibict.br/handle/deposita/625Faced with an educational scenario that has undergone modifications and prescriptions in recent years, with regard to the implementation of a Common National Base, both for the curricular paths of basic education and for teacher training, the requirement on the teachers to meet pre-established syllabus contents in linear and decontextualized curricula. The theme approach is recognized, even though it is not an instantaneous path, as a possibility to break with this logic and reach more critical-reflexive, argumentative and democratic formative processes. For this, the research assumed a theoretical-practical character and bet on the articulation between STS Education and Paulo Freire in the context of initial teacher training, starting point in the teaching constitution and incorporation of methodologies, strategies and pedagogical practices. Theoretical character because it initiates discussions that need further deepening, proposing an alternative terminology (CTS-Freire) to that currently being adopted by researchers, in a generalized way (Freire-CTS). Practical character because it aimed to reflect on the CTS-Freire perspective in a teaching immersion in initial training in Chemistry, together with a complementary graduation curricular component, adopting the theme World hunger and food sources. The research methodology is configured as an approximation with action research, which took place in phases, contemplating moments of planning together with the teacher responsible for the curricular component and collective moments together with the class. The data collection instruments were two questionnaires, one pre-immersion and one post-immersion, in addition to transcripts of three classes. Data analysis took place via Discursive Textual Analysis, giving rise to three categories: i) The unfinished nature of subjects: (re)signifying social and pedagogical practices; ii) Polysemy of CTS Education: purposes and parameters achieved in the approach called CTS-Freire; and iii) The Approach to Themes in Science Teaching: possible paths? It is considered that the theoretical studies, still incipient, are configured as an invitation to researchers in the area, so that they can add their experiences and contribute to the deepening of investigations about the CTS-Freire terminology. Regarding teaching immersion, it showed a dialogical and reflective potential, reaching debates on local/regional and global demands, as well as fostering problematizations and questions in opposition to the neutrality of Science and the linear model of progress. The academics stated that the experience in the undergraduate complementary curricular component was different from most of the experiences they had had contact with in the course and that they will seek to incorporate the actions into their pedagogical practices. Finally, they realized that the immersion allowed them to glimpse other dimensions and values not previously considered, in addition to having recognized the approach to themes as a challenge to be pursued and implemented in basic education and higher education.Diante de um cenário educacional que vem sofrendo modificações e prescrições nos últimos anos, no que se refere à implementação de uma Base Nacional Comum, tanto para os rumos curriculares da educação básica, quanto para a formação de professores, evidencia-se a exigência sobre os docentes para que atendam conteúdos programáticos pré-estabelecidos em currículos lineares e descontextualizados. Reconhece-se a abordagem de temas, mesmo não sendo um caminho instantâneo, como uma possibilidade para romper com essa lógica e alcançar processos formativos mais crítico-reflexivos, argumentativos e democráticos. Para isso, a pesquisa assumiu um caráter teórico-prático e apostou na articulação entre a Educação CTS e Paulo Freire no contexto da formação inicial de professores, ponto de partida na constituição docente e incorporação de metodologias, estratégias e práticas pedagógicas. Caráter teórico porque inicia discussões que necessitam maior aprofundamento, propondo uma terminologia alternativa (CTS-Freire) a que vem sendo adotada atualmente pelos pesquisadores, de forma generalizada (Freire-CTS). Caráter prático porque teve por objetivo refletir sobre a perspectiva CTS-Freire em uma imersão de ensino na formação inicial em Química, junto a um componente curricular complementar de graduação, adotando a temática Fome mundial e fontes de alimentos. A metodologia de pesquisa se configura como uma aproximação com a pesquisa-ação, a qual ocorreu em fases, contemplando momentos de planejamento junto à professora regente do componente curricular e momentos coletivos junto à turma. Os instrumentos de coleta de dados foram dois questionários, um pré-imersão e outro pós-imersão, além de transcrições de três aulas. A análise dos dados se deu via Análise Textual Discursiva, fazendo emergir três categorias: i) O inacabamento dos sujeitos: (re)significando as práticas social e pedagógica; ii) Polissemia da Educação CTS: propósitos e parâmetros atingidos na abordagem denominada CTS-Freire; e iii) A Abordagem de Temas no Ensino de Ciências: caminhos possíveis? Considera-se que os estudos teóricos, ainda incipientes, se configuram como um convite aos pesquisadores da área, para que possam agregar suas experiências e contribuir com o aprofundamento das investigações acerca da terminologia CTS-Freire. Em relação à imersão de ensino, se mostrou com potencial dialógico e reflexivo, atingindo debates sobre demandas locais/regionais e globais, bem como fomentando problematizações e questionamentos em oposição à neutralidade da Ciência e ao modelo linear de progresso. Os acadêmicos manifestaram que a experiência no componente curricular complementar de graduação foi diferente da maioria das experiências que haviam tido contato no curso e que buscarão incorporar as ações em suas práticas pedagógicas. Por fim, perceberam que a imersão permitiu vislumbrarem outras dimensões e valores antes não considerados, além de terem reconhecido a abordagem de temas como um desafio a ser perseguido e implementado na educação básica e no ensino superior.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorSul-1application/pdfapplication/pdfporUniversidade Federal do PampaPrograma de Pós-Graduação em EnsinoBrasilUniversidade Federal do PampaThematic approachCitizenshipPLACTSChemistry teachingAbordagem temáticaCidadaniaPLACTSEnsino de químicaEducaçãoA articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de químicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDIS_Andre_Maraschin_2023.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:16:24Z (GMT).Extracted texttext/plain102984https://deposita.ibict.br/bitstreams/76f18c9c-336d-445c-b564-5603652e5928/download7de52167d79aa512f8bb001873841596MD53falseAnonymousREADTHUMBNAILDIS_Andre_Maraschin_2023.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:16:24Z (GMT).Generated Thumbnailimage/jpeg2494https://deposita.ibict.br/bitstreams/3fe18fe1-98fe-43bc-94fa-442e1f260bd0/downloadcc0f127c9aeb4333cb5320cc960e1e54MD54falseAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; charset=utf-81867https://deposita.ibict.br/bitstreams/464540d8-df64-4be3-b69e-8d3b3dd01333/downloada7c148eec59885ba1ba6d14692be8465MD51falseAnonymousREADORIGINALDIS_Andre_Maraschin_2023.pdf/dspace/deposita/upload/DIS_Andre_Maraschin_2023.pdfDocumento principalapplication/pdf4773848https://deposita.ibict.br/bitstreams/591c8b15-e518-4c37-9c19-cb0a8cc315de/download81f881316e70a1abb577aa27054e3947MD52trueAnonymousREADdeposita/6252026-03-20T17:40:18.358899Zopen.accessoai:deposita.ibict.br:deposita/625https://deposita.ibict.brRepositório ComumPUBhttp://deposita.ibict.br/oai/requestdeposita@ibict.bropendoar:46582026-03-20T17:40:18Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)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 |
| spellingShingle | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química Maraschin, André de Azambuja Thematic approach Citizenship PLACTS Chemistry teaching Abordagem temática Cidadania PLACTS Ensino de química Educação |
| status_str | publishedVersion |
| title | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| title_full | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| title_fullStr | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| title_full_unstemmed | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| title_short | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| title_sort | A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química |
| topic | Thematic approach Citizenship PLACTS Chemistry teaching Abordagem temática Cidadania PLACTS Ensino de química Educação |
| url | https://deposita.ibict.br/handle/deposita/625 |