Constatações a respeito da perspectiva CTSA na formação inicial de professores de química

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: Figueiredo, Márcia Camilo
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Estadual de Maringá
Brasil
Programa de Pós-Graduação em Educação para a Ciência e a Matemática
UEM
Maringá, PR
Centro de Ciências Exatas
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4428
Resumo: Teachers' initial formation has been the object of debate, discussions and research within the Brazilian educational context. The latest changes related to the implementation of LDBEN and National Curriculum Guidelines for Teachers' Formation are underscored. The above-mentioned documents demonstrate the importance of basic education that provides the subjects an access to scientific knowledge and the exercise of citizenship. The authors hold that this formation may be reached through CTSA approach. Current research investigates whether the Chemistry undergraduate course of the State University of Maringá, Maringá PR Brazil, provides a theoretical CTSA-perspective foregrounding. Eleven undergraduates of the course's fourth period participated in the questionnaires and in the development of a thematic workshop, called "Internal Combustion Engines," focused on CTSA. Participants' responses from questionnaires and discourses during the pedagogical intervention revealed their concepts with regard to Science, Technology, Environment Science and perspective to CTSA teaching. In fact, CTSA perspective has been actually discussed within the Chemistry course, albeit in a very precarious way, with greater emphasis on pedagogical disciplines. Results show that most undergraduates revealed a scanty comprehension of such approach to teaching with certain difficulties in establishing CTSA relationships in the development of knowledge on Chemistry. This teaching perspective will be dealt with greater relevance in undergraduate courses when a large number of teachers linked to these courses actually understand its true importance for teachers' formation.