Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Gallon, Mônica da Silva
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| Orientador(a): |
Rocha Filho, João Bernardes da
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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: |
Escola Politécnica
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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/9126
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Resumo: |
This investigation tried to answer the following research problem: How is a teacher constituted as a teacher-advisor participant in Science Fairs (SFs)? The general objective of this research was to understand how a teacher is composed as an advisor of investigative projects participating in SFs. The following specific objectives were listed: Recognize, in these teachers, marks that constitute them as guiding research school projects; Investigate the possible contributions of SFs in the training of the interviewed teachers-advisers; Relate aspects of the professional life cycle and their actions as a teacher guiding school scientific projects; Identify a possible influence of these teachers in others subjects during their professional careers. The structure of the theoretical framework includes two moments: the first, placing the SFs in the global and Brazilian context, and the second, about the teacher and a brief reference to the role assumed by this subject as a teacher-advisor. In this first part, there is a review of Brazilian theses and dissertations between the years 2008 and 2018 that addressed SFs in their productions, and a systematic review of the annals of the National Research Meeting in Science Education, from 1997 to 2015. The second part addresses the teacher and his life story, the constitution of the professional identity process, the teaching professional knowledge and the teacher as an advisor for school research projects. The research has a qualitative approach in the context of a case study. Interviews were carried out with six participants, in which each was in a stage of the teaching professional cycle proposed by Gonçalves (2000). In addition, a participant was added, representing the retirement stage. Three a priori categories were stipulated: the relationship between the teacher-advisor and himself; the relationship of the teacher-advisor subject with the SFs; and the supervisor's relationship with the other subjects. Based on that, the thesis defended that the subject teachers-advisors are as they are because they were constituted from experiences lived during childhood, from the formative processes, from the experimentation of different roles, from the culture in which they are immersed and from contact they have established with others, who have gone through their life trajectories. SFs proved to be a relevant factor in the formation of these subjects, teacher-supervisors, since it makes it possible to experience other roles, to be in contact with people with similar cultural language, which stimulates their wishes, establishing marks for this difference, and thus, constituting their professorship in a unique way. |
