Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por professores dos anos finais do ensino fundamental

• Ano de defesa: 2020
• Autor(a) principal: Messias, Glesia Gomes da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação em ciências; Ensino fundamental; Pesquisa narrativa; Saberes docentes; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Science education; Elementary education; Narrative research; Teaching knowledge
• Link de acesso: http://ri.ufmt.br/handle/1/3923

This research seeks to contribute to the understanding of the Scientific and Pedagogical Knowledge of Teachers who work with Natural Sciences in the final years of Elementary Education in the city of Lucas do Rio Verde - MT, based on experiences lived and narrated by these professionals, considering all their formative universe, his life trajectory and the knowledge that underlies his teaching. In this sense, the research problem is structured: How are the scientific and pedagogical knowledges of Natural Sciences content underlying and teaching teachers, when reporting the teaching they carry out in the final years of Elementary School? For this, it is adopted in a qualitative sphere, the Narrative Research for making it possible to structure a rigorous study, without reductionism, of the experiences of the teachers, in the scope of their professional development, building readings of this formative process of production of the teaching knowledge. The research collaborators are three professors in the discipline of Natural Sciences at Manoel de Barros State School in the city of Lucas do Rio Verde - MT. As for the investigative instruments, it was used: questionnaires, to characterize the participants; and semi-structured interviews recorded in audio. To analyze the field texts, and from there to build the research texts, Discursive Textual Analysis (DTA) was used, as it allows the emergence of new and significant readings of this teaching reality. This research showed that the participants have a good command of the contents: The senses, The human body and the Amazon ecosystems; they did not present any difficulty in intertwining their scientific knowledge and their pedagogical content knowledge, in order to express the intense meanings of their teaching, through their particular way of making scientific content accessible to students and of doing Science Education. The knowledge of the experience was identified as an agent of change from the beginning of the participants' career to the present moment. In order to understand and subsidize more complex and human reflections on the teaching knowledge, it is necessary to further investigate the teachers' narratives, which bring the world of the school and become valuable social narratives for the whole society.