A apropriação do discurso científico sobre evolução biológica por futuros professores de ciências em formação no curso de Licenciatura em Educação do Campo da UFMG

• Ano de defesa: 2013
• Autor(a) principal: Tania Halley Oliveira Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Apropriação de discurso; Ensino de evolução biológica; Cruzamento de fronteiras culturais; Educação do campo; Ciencia Estudo e ensino; Educação; Evolução (Biologia); Educação rural
• Link de acesso: http://hdl.handle.net/1843/BUBD-9HDKP6

This study makes a connection between language studies and learning in science. Aims to contribute to the understanding of the process of appropriation of scientific discourse on biological evolution by future field educators who attended the graduate Degree in Rural Education, UFMG, the qualification in Life Sciences and Nature. Our research problem is inserted in the investigation of the processes of teaching and learning of school subjects in comparison with the worldviews of the field that educators bring to the science classroom. To do so, we rely on the ideas of Bakthtin and his circle go seeking paths between language and science learning , since this author has been interested in understanding the production of meanings and processes of constitution of human subjects in their relationship with the world . We also relied on the contributions of Mortimer (1996), Driver (1999) and Aikenhead (2009) by understanding that we provide science education to introducing the student in the universe from another culture and the ways in which students react against the teaching of sciences in relation to their conceptions or worldviews. This study was conducted with a class of 37 students in teacher education at the Bachelor's Degree in Rural Education, UFMG, the qualification in Life Sciences and Nature. The main material of analysis of this research consists of a set of 23 activities, one for each licensing, which were requested by the teacher to the students she taught classes and were carried out in the classroom. We observed that the crossing of borders that are being introduced to the ways of scientific explanations allows recreating or updating one's own culture. They do not give themselves easily to domination to speeches aseptic and formatted. The different configurations presented in their explanations about evolution are presented to us as original recreation and therefore essentially personal and resistant to scientific explanations presented in class. Therefore, we conclude from the indictment of our data support the idea that there is a re-creation of the explanations of science against the visions brought by students to the scope of the classroom, as a hybridization speeches and therefore beliefs.