Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Oliveira Neto, José Firmino de
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| Orientador(a): |
Oliveira, Leandro Gonçalves
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| Banca de defesa: |
Mesquita, Nyuara Araújo da Silva,
Magalhães, Solange Martins Oliveira,
Araújo, Maria Cristina Pansera de,
Furtado, Wagner Wilson,
Oliveira, Leandro Gonçalves |
| Tipo de documento: |
Tese
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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
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| 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/11324
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Resumo: |
This work is linked to the line of research “Education on Science and Math and Environmental Education”, from the Post-Graduate Program in Education on Science and Math/UFG. In this research, we intended to apprehend the answers to the following question: how is the teaching knowledge constituted in the work of university professors from the bachelor courses in Biological Science? Thus we aim at understanding how the teaching knowledge is formed in the work of university professors from the bachelor courses in Biological Science of two higher education institutions in Goiânia (GO). This is a survey of a qualitative nature, led by a collective case study, built upon the Dialectical and Historical Materialism. The investigative context encompasses the bachelor courses in Biological Science of two higher education institutions in Goiânia, where the data collection was conducted through class observation of seven university professors, followed by an interview and the analysis of the Political Pedagogical Projects of the courses (PPCs) and the Teaching Plans of these professors. The examination of data is backed by the Dialogic Analysis, according to Bakhtin’s propositions, therefore comprehending that the results which were found make up meanings that are derived from the interaction between the subject who was interviewed and the re-elaboration of the researcher, who analyzes a set of theoretical and social determinations posed on the construction path of scientific production. Throughout the chapters we discussed the shades that (re)figure the teaching work in University, in order to defend a formation of university professors, as well as the movements they undertake in the context of university class, where the praxis epistemology is deeply rooted, that is to say, the constitution of a teaching identity interwoven in its technical, aesthetical, ethical and political dimensions. Finally, on the search for the thought concrete, we noticed that the work of the investigated university professors is underpinned between the technical epistemology and praxis epistemology, marking the contradiction that surrounds the University and the university class, between practice and praxis. |
