Alfabetização científica humanizadora como anteprojeto de conscientização : um estudo na formação inicial de professoras e professores de Ciências

• Ano de defesa: 2024
• Autor(a) principal: Barcellos, Leandro da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Alfabetização científica humanizadora; Formação de professores de Ciências; Conscientização; Desenvolvimentismo; Ensino por investigação; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18075

This thesis develops from this question: how the science education can contribute to awareness, aiming to the humanization and overcome of underdevelopment? We assume Álvaro Vieira Pinto and Paulo Freire as theorical lens to discuss Scientific Literacy (SC) conceptions, the background of teachers training to SC and some challengers to science teaching that considers the national reality. The thesis that we advocate is: teachers training and scientific education should be an awareness process about the teaching profession and the science education committed to overcome the underdevelopment and the humanization. We forged the concept of humanizing scientific literacy (HSC) as an educational goal and guide to teachers training and work, highlighting the inquiry based teaching (IBT) like a basis of investigative praxis. We assumed HSC as a training pre-project to create and implement a formative process aims to understand the awareness development of participants. We realized a training-research in the second semester of 2022, using the narrative presuppositions to contemplate internal and external ways of formation. It has been done in the supervised practice of biological sciences' teacher preparation course, with 11 students. For the data lifting, we used: record the audio of classes; the students produced reports, memorial and plans for science teaching; field diary of trainers; discussions in the WhatsApp group; and course documents. We used the Scene understanding to qualitatively interpret the narratives of students. The scenes show the course elaboration process, considering the totality of conditionate factors as the return of presential teaching; few days to teaching in the schools; the electoral contest; and the football world’s cup. We faced the contradictory background of be and not to be a good moment to do the HSC in the initial teachers training. In the course history, the classes had been a high political level. We observed: the shaped of social sensibility for the problems of national reality; the critical reading of scholar reality; and a collective work to face the challenge of study and create IBT lessons. The pedagogical mediation of trainers had been attentive to context challenges and helped the construction of investigative praxis locus. The reports analyses show the idiosyncratic character of awareness. Each participant related the HSC and IBT presuppositions with own socio-historical basis. We understand that HSC is a viable pre-project to teachers training and hope more trainers using it in all steps of teachers training