A construção de relações entre ciência e imaginação em uma turma ao longo do primeiro ciclo do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Elaine Soares Franca
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação em Ciências; Anos Iniciais do Ensino Fundamental; Etnografia em Educação; Ciência e Imaginação; Imaginação; Educação; Ensino fundamental; Educação de crianças; Ciencia; Etnologia Educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-AVDH4G

This studys main goal is to investigate how relations between science and imagination are built in a classroom at Elementary School. The theoretical methodological approach is based on elements from ethnography of education. These elements are informed by Interactional Ethnography, and Discourse Analysis, specifically, Microethnography. We conducted participant observation, recorded videos of classroom interactions, and took field notes. The review of the literature focused on research about childhood and science education to raise discussions about possibilities, perspectives, challenges, propositionsand trends in teaching and learning science in the first years of elementary school. Aiming to emphasize childhood specificities, we turned to conceptions of children from the Sociology of Childhood, especially to the relation between childhood and learning. To articulate this discussion from childhood studies with research in science education, we discuss relationships between learning and science education and explore issues related to imagination and playing in childhood. We tried to establish relationships between these aspects of academic research and our research questions, situating them in this investigation context. Our study is part of a broader research project, which has followed the same group of students and their teaches in a federal public school throughout the first three years in elementary school. We describe the process of event selection with its unfolding, as well as the transcription process and its analysis. Our analysis were guided by the presence in discursive interactions of aspects, like science, creative activity, and school and non-school context shared through groups memories. We used the notion of creative activity proposed by Vygotsky in our analysis. This made it possible to developbroader and deeper understanding of how imagination occurs in science classes. The results evidenced significant frame clashes in the classroom, involving situations in which expectations of participants and/or of the researchers were broken: i) a science perspective focused primarily on results/products of science whereas another focused on procedures/processes of knowledge construction/scientific practices; ii) a form of creative activity related to proposing or reporting on interactions with materials to investigate phenomena whereas the other was mainly related to creating imaginary narratives; iii) greater participation and greater potential for creative activity when talking about events at home during lessons, instead of events that took place in the classroom/at school. Home and school experiences are articulated and are essential for sense making in the classroom. Creative activity was built through childrens narratives that had and important role in science teaching, both in its social and epistemic dimension. Considering relations between imagination and play in childhood can contribute to a more complex understanding of science education. Our results are coherent with previous research that has shown that, by considering historical relations in classroom, we can broaden current understanding of how practices and process are built, helping us to overcome the deficit perspective. Furthermore, by approaching science in the first years of elementary school with Childhoods Sociology perspective and Cultural-historical psychology, we were able to evidence how childrens knowledge is important, makes sense, can help the group to engage in scientific activities, and support the construction of school science knowledge.