Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Gonçalves, Rafaelle Ribeiro |
| Orientador(a): |
Vestena, Rosemar de Fátima |
| Banca de defesa: |
Alves, Marcos Alexandre,
Scremin, Greice,
Coutinho, Cadidja,
Sepel, Lenira Maria Nunes |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1103
|
Resumo: |
This study is part of the line of research on Teacher Education, of the Postgraduate Program in Science and Mathematics Teaching at the Franciscan University and was inspired by the concerns raised about the curricular changes proposed by the BNCC. The educational changes introduced in Science curricula trigger significant changes in the process of initial and continuing education of teachers in this area. The new perspectives for the alignment of Basic Education and Higher Education highlighted in the official documents: BNCC and BNC Training encourage educational institutions to review their didactic-pedagogical organization of undergraduate courses. This research sought to analyze the influences of the BNCC of the final years of elementary school and of the BNC-Training for teachers of basic education, in the initial training of undergraduate courses in Biological Sciences and Chemistry. We sought to investigate how the initial formation of these courses contemplated the teaching of competences and abilities, looking into their proposals of didactic-pedagogical organization. We carried out empirical and theoretical studies based on the Responsibility Principle of Hans Jonas and on the theory of teaching competences of Zabala and Arnau. The research method chosen for the development of this work was an Exploratory-Descriptive Qualitative case study. The case study was carried out as proposed by Yin. This research was carried out with the Licentiate Courses in Biological Sciences and Chemistry at IFFar – PB, with the research subjects being the professors of these courses. For data collection, documental analysis of the BNCC, BNC-Training, CPP of the Licentiate courses in Biological Sciences and Chemistry of the IFFar - PB and interviews in a Circle of Reflection format with the professors of the courses were used. Based on the analysis, it was possible to conclude that changes in scientific thinking and human behavior are necessary to reestablish the dialogue between ethics and science, reflecting on human behavior towards life. Still, the official documents of BE and teacher education (BNCC and BNC-Training) are the result of the lack of inter-institutional dialogue and, consequently, curricula in different educational spheres. Finally, we conclude that official documents, by force of law, directly influence the initial formation of Licentiate Courses in Biological Sciences and Chemistry, however, theory is still far from practice. After the analyses, an education course was developed for science teachers in education and in practice. |
