As perguntas do Professor de Física e a dialética da produção de sentidos na formação de educadores do campo

• Ano de defesa: 2013
• Autor(a) principal: Marcos Moraes Calazans
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação de conceitos científicos; Perguntas do professor; Interações discursivas; Dialogismo; Ciencia Filosofia; Educação; Fisica Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-9LVNDK

In this study, we investigated how the questions orchestrated by the teacher contribute to the scientific concepts formation in the context of a physics classroom. In this place, the different kinds of countryside students knowledge and the school science knowledge meet. We aimed to understand which are the functions of the teachers questions in the senses production/restriction embedded in a dialectical movement. We also intended to comprehend what enactments those questions played for the dialectics polysemic/dialogic voices meeting of the countryside ways of knowing and the science ones. For this purpose, we choose a theoretical framework based on the Vygotskys sociocultural theory and the Bakhtins enunciation/polyphony theory. The research was conducted with 16 students during two course modules of Licenciatura in Education for Countryside undergrad course, with specialization in Life and Nature Sciences, offered in the Faculty of Education, UFMG. The data sources are video and audio recordings, besides the fieldnotes produced during the observation. Data analysis was performed by mapping and classification of episodes in which there is intense discursive interaction. The analytical tool of Mortimer and Scott (2003) was employed for the transcriptions. A category structure, developed from the data analysis, classifies the questions according to the intentions of the teacher in each phase of the teaching sequence. The results indicate a potential for instrumentalization of science teachers, increasing their skill in the use of questions to stimulate the formation of scientific concepts. Beyond this context, the study aims to contribute to the understanding how the dialogue / confrontation between different knowledge contribute to learning.