A apropriação da teoria de Jean Piaget no ensino de Ciências

• Ano de defesa: 2017
• Autor(a) principal: Moraes, Carmen Júlia Carvalho
• Orientador(a): Chaves, Juliana de Castro
• Banca de defesa: Faria, Gina Glaydes Guimarães de, Soares, Marlón Herbert Flora Barbosa, Chaves, Juliana de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Teoria piagetiana; Ensino de ciências; Estratégias de ensino; Teoria crítica da sociedade
• Palavras-chave em Inglês: Piagetian theory; Science teaching; Teaching strategies; Critical social theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7910

This work is linked to the research line Principles on Educational Processes of the Graduate Program in Education of the Federal University of Goiás and aims to understand the main elements of Jean Piaget's theory; discuss some concepts of this theory in its relations with Genetic Epistemology and piagetian constructivism; and reveal how their appropriation occurs in Science Teaching. To achieve this, it performs a study of the state of knowledge on the subject, analyzing 39 complete articles, in order to pick up the elements that point the trends of the productions in relation to the theory of Piaget in Science Teaching, in online periodicals of Education and Teaching, qualis A1, in Portuguese, from 1990 to 2014. In the analysis frame, the research is based on Jean Piaget (1972, 1973, 1975a, 1975b, 1976, 1977, 1980, 1998, 2012) and on the Critical Theory of Society, especially in Horkheimer (2002). He notes that Piaget's theory of science teaching used in articles serves mainly to highlight the importance of teaching strategies, (ie, experiments, activities, methodologies with children and adolescents to lead to a rich and meaningful learning). The fragmentation of the theory or the diffusion of pedagogical constructivism are not questioned. Should not the instrumentality of Piaget's theory be questioned if we think about its method and its GeneticEpistemology? This study seeks to reflect on the discussions that involve this theory in Science Teaching, noting, in its appropriation, a great emphasis on the discussion of teaching strategies.