O uso do tempo e das práticas epistêmicas em aulas práticas de química

Detalhes bibliográficos
Ano de defesa: 2008
Autor(a) principal: Angélica Oliveira de Araújo
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/FAEC-85BKEK
Resumo: Embedded in a tradition which takes the contributions of socio-cultural theory in the analysis of the teaching and learning processes, linking up the contributions of Vygotsky and Bakhtin, this study seeks to identify: (i) How the time is used in practical classes, by the students and the teacher (ii) the development, by students, of epistemic practice (Sandoval & Reiser, 2004, Jiménez-Aleixandre et. al. 2008) that emerge in the speech during the implementation of practical activities. We present a dynamic discursive analysis of nine practical classes held in a class of 2nd year of high school of a school's private network of the city of Belo Horizonte. In six lessons the teacher worked content related to thermal physics and introductory concepts of thermo-chemistry and in three others, the factors that affect the rates of chemical reactions. The teacher developed in these classes, experiments with students, demonstrating experiments and discussions about the practical problems they experienced. Accordingly, we analyze the epistemic practices that emerge in the speech of students, seeking to understand the discursive interactions between students and teacher and the commonly used strategies by the teacher to mediate these interactions.