Da energia pensada à energia vivida: um diálogo intercultural com as ciências

• Ano de defesa: 2012
• Autor(a) principal: Rodrigo dos Santos Crepalde
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Conceitos cotidianos e científicos; Educação intercultural em ciências; energia; Ensino de; Educação do campo; Desenvolvimento de conceitos; Ciencia Estudo e ensino; Educação; Formação de conceitos; Educação rural
• Link de acesso: http://hdl.handle.net/1843/BUOS-8TXLKM

In this study we examined the development of the energy concept in the context of a proposal for intercultural education in rural science teacher education, and the way that the subjects of this study inhabit with new meanings, dialogic / dialectically, the concept. It is therefore a qualitative research, by the singular, interactive and intentional nature of our research goals and the relationships we build with the subjects studied. Data were collected in three didactical modules of a Teaching Training Program in Rural Science Education major in Life and Natural Sciences in UFMG. We use the four themes proposed by Solomon (1992) concept of energy, both in everyday and scientific fields, as a way to understand the process of conceptual development by the students in the opening and closing activities of these modules. We understand the development of scientific concepts as part of a living movement, of a generalization which ascends to the concrete. We also selected a few episodes of interactions in the classroom that illustrate the intercultural dialogue between science and the field experiences of the students. We observed, especially, relations of twists / hybridism between the words of others (school science) and the field students words marked by active and responsive attitude. The construction of intercultural dialogue between the everyday and the scientific meanings, mainly when these concepts are designated by the same words, can constitute a powerful instrument of reframing or, best saying, following the construction of a true concept, as Vygotsky claimed