Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Alves Filho, Marcos Antonio
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| Orientador(a): |
Echalar, Adda Daniela Lima Figueiredo
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| Banca de defesa: |
Echalar, Adda Daniela Lima Figueiredo,
Oliveira, Natalia Carvalhaes de,
Silva, Katharine Ninive Pinto |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
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| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12434
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Resumo: |
Although the discourse on the need to innovate education is explicit in the mainstream media, justified mainly by the supposed failure of the school institution, the discussions on innovation in education began to gain strength in the early twentieth century, being considered a fundamental process for economic development. As far as education is concerned, the discussion about innovation is linked to the idea of modernization, through the use of technologies and adaptations of productive models in school environments. In the context of the construction of the phenomenon in science teaching and based on the materialist-historical-dialectical (MHD) approach, this research starts from the following research problem: what is the theoretical perspective(s) that support academic research on innovation in science teaching in Brazil? Therefore, this research aimed to understand the theoretical basis of research on innovation in Science Education in Brazil. To this end, this research based its discussion on innovation on Ferretti (1989), Goldberg (1989), Saviani (1989), Ferreira (2013); to base our discussion on school purposes we refer to Lenoir (2013) and Libâneo (2019) and, finally, to discuss the relationship between education and technology in Peixoto (2012, 2015). The research in question carried out a bibliographic study, of the state of knowledge type. To compose the corpus of this research were selected theses from Postgraduate Programs (PPG) in the area of Science Teaching, which were in operation, from a search in the Platform Sucupira of CAPES in the area of teaching. After selecting the programs, the library of each program was consulted in the search for defended theses that contained in the title, abstract or key words the following descriptors: innovation; innovating; innovate; innova; innovator. In the search for productions that discuss innovation in science teaching, 24 theses were found, in the period from 2009 to 2020. We can highlight that the discussions about innovation are guided, in general, by two educational purposes: conservative, which has as ideological basis the conservatism and reformism, and progressive, which is ideologically based on the revolutionary perspective. The research that composes the corpus of our study, in its great majority, reproduces the neoproductivist logic of education, directed sometimes by the constitution of competencies for the formation of the citizen of the 21st century, and sometimes by the centrality of the subject in the teaching and learning processes. It is worth noting that an innovative orientation of teaching that transforms the educational process must necessarily be affiliated with an educational project that resists the hegemonic project. |
