Epistemologia e ensino de Ciências : uma proposta de formação para professores de Química e Ciências Naturais

• Ano de defesa: 2019
• Autor(a) principal: Gonçalves, Andreza Estéfane Silveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de química; Concepções de ciência; Modelos didáticos; Formação continuada; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Chemistry teaching; Conceptions of science; Didactic models; Continuing formation
• Link de acesso: http://ri.ufmt.br/handle/1/4445

This work is part of the field of knowledge in the face of research aimed at investigating the pedagogical processes that underlie the formation of teachers who work in the area of knowledge of the Natural Sciences. It is about researching the knowledge, explicit and implicit, that configure the pedagogical practice in relation to the conceptions of Science that teachers working in Basic Education have, since such conceptions may influence the teaching and learning process. Thus, the objective of this work is to better understand the epistemology underlying the pedagogical practices of chemistry teachers, proposing in this research to investigate the conceptions of science and didactic models implicit in the chemistry teachers' practices of the Chemistry Teaching Initiation Scholarship Program. (PIBID), and the Chemistry Pedagogical Residency Program (PRP), linked to the Degree in Chemistry at UFMT, Cuiabá-MT campus, and the Chemistry Teaching Research Laboratory (LabPEQ). Given that what characterizes the teacher's role is the teaching activity itself, a series of complex factors characterize this activity, such as understanding the knowledge inherent to the profession and the didactic and epistemological model that underlies the pedagogical action, among others. In this sense, the guiding question of the research is to understand: how are the conceptions of Science and didactic models that underlie the pedagogical practices of Chemistry teachers in action, when reporting the Chemistry Teaching they perform in Basic Education? The methodology is based on the contribution of the qualitative perspective, having as approach the Case Study, which deals with a bias focused on the study of a particularity, allowing systematize knowledge based on the experiences lived by the group, understanding how such teachers develop their pedagogical practices. With the results obtained in relation to the deformed visions of Science presented and eclecticism in relation to the didactic models, an issue-based educational product was elaborated with the intention of subsidizing the continuous formation for acting teachers, seeking to assist in their possible formative needs. in science education.