Da história às tendências atuais: análise de duas décadas (2000-2020) de teses brasileiras em ensino de ciências nos anos iniciais do ensino
Kaydedildi:
| Yazar: | |
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| Yayın Tarihi: | 2024 |
| Materyal Türü: | Doctoral thesis |
| Dil: | por |
| Kaynak: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2433 |
Özet: | This study provides a historical review of the development and consolidation of the teaching Science in the Early Years in the Brazilian scenario, highlighting its inclusion in the agenda of national research, in order to highlight trends in the area. Studies from different areas have shown that analyzing the production of a specific field allows for better understanding and contributes to its dissemination and development. In science teaching present in the Initial Years, the highlight is the discussions surrounding its presence in school curricula, as well as the theoretical conceptions that support the practices pedagogical. To identify this historical trajectory and analyze theoretical trends for these practices, this study seeks to answer the following question: what do the theses reveal? Brazilian studies published in the period from 2000 to 2020 in terms of teaching Science for the Years Initials? The general objective is to understand the paths of teaching Science in the Years Initials in Brazil, through the analysis of theses produced between 2000 and 2020, identifying the current state of this research and emerging trends in the field, especially in terms of pedagogical models. To achieve this objective, a qualitative approach was adopted, from type of state of knowledge, with results analyzed according to the methodology of analysis of content from Bardin (2011). The Catalog of theses and dissertations was used as a database from CAPES, based on previously selected descriptors and restricting the search to theses produced in the period from 2000 to 2020 in the areas of assessment, Education and Teaching. The search resulted in the identification of 89 theses produced in these areas and in the specified period. These theses were analyzed through their summaries, developing, as the first category analysis, an overview of Brazilian productions on Science Teaching in the Initials. In the second category, 17 theses were identified that address interventions didactics, proceeding to a more in-depth analysis of these productions. For this purpose, the complete reading of the texts, classifying them according to the models proposed by Fernandes (2015). Upon identifying that this model was insufficient to classify the most recent theses, new pedagogical models for teaching Science were proposed, reanalyzing these theses from the new perspective. The results indicate a significant transition in approaches pedagogical approaches to teaching Science in the Early Years over time. Initially characterized by an approach centered on memorizing facts and concepts, teaching Sciences began to adopt a cognitivist perspective, focused on the learning process and in the cognitive development of students. Recently, there was a movement that values social contexts and impacts on society, implying a more comprehensive understanding broad scope of scientific education. This new approach recognizes the dynamic interaction between individuals and the environment, as well as the effects of this interaction on the formation of society and individuals themselves. However, throughout the text it is inferred the need to consider pedagogical processes both the perspective centered on internal aspects and the one that highlights the external aspects of learning are fundamental for the integral development of students. The search for a balance between these approaches emerges as a strategy promising way to improve everyday practices in the classroom, as evidenced in some of the theses analyzed. As a conclusion to the thesis, the study points to a new classification of pedagogical models, which demonstrate that the historical-cultural model is predominant, while the adoption of a model of epistemic practices is defended. |