Detalhes bibliográficos
Ano de defesa: |
2017 |
Autor(a) principal: |
Oliveira, Luciano Denardin de
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Orientador(a): |
Harres, João Batista Siqueira
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Banca de defesa: |
Não Informado pela instituição |
Tipo de documento: |
Tese
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Tipo de acesso: |
Acesso aberto |
Idioma: |
por |
Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
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Departamento: |
Faculdade de Física
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País: |
Brasil
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Palavras-chave em Português: |
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Área do conhecimento CNPq: |
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Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/7556
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Resumo: |
This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one. |