Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Copetti, Camila |
| Orientador(a): |
Dorow, Thais Scotti do Canto |
| Banca de defesa: |
Sano, Paulo Takeo,
Neto, Luiz Caldeira Brant de Tolentino,
Vestena, Rosemar de Fátima,
Scremin, Greice |
| 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/707
|
Resumo: |
This study is part of the research line entitled Formação de Professores (Teachers’ Training) of the Graduate Program in Science and Mathematics Teaching at the Universidade Franciscana, and it was inspired by research and feelings about the teaching of Botany that point to the existence of a theoretical, fragmented, and decontextualized process, distancing this area from the interest of students and teachers of Basic Education (Primary and Secondary Education) and Higher Education. Taking this view into consideration, the general objective of this research was to investigate how professors of Botany of Institutions of Higher Education of Rio Grande do Sul teach how to teach. It represents a qualitative study, based on narratives of Botany professors of Biological Sciences - Teaching Courses belonging to six institutions, among public and private ones, located in different mesoregions of the state of Rio Grande do Sul. The data collected through a semi-structured interview were transcribed and organized according to the discursive textual analysis approach, and sought to answer the research question of how the Botany professors teach how to teach. Besides the interviews, official documents were studied, the light of interpretive analysis, aiming to understand how the teaching in this area is planned in each one of the institutions researched. Based on the analyses carried out, it was possible to understand how the teaching of Botany has been taking place in Biological Sciences - Teaching Courses in institutions in the state of Rio Grande do Sul, and how it affects the pedagogical practice of the future teacher/professor. Four final categories emerged from the narratives, namely: “Difficulties found in the teaching of Botany”, which encompasses the perception of multiple problems and difficulties faced by teachers about their pedagogical work and their students; “Perceptions and yearnings about the teaching of Botany”, which expresses the teachers’ view on the necessary, essential, and required for the future teachers and the teaching of Botany; “Pedagogical practices in the teaching of Botany”, which addresses what, in fact, the teachers trainers do in the teaching of Botany; “Pedagogical project of the course and the teaching of Botany”, which announces what teachers plan and think for the teaching of Botany, and what, in fact, is possible to be executed in their classes. By the data analysis, it was possible to realize that the initial training ends up favoring the technical knowledge, instead of the effective practical know-how, which, while respecting the legislation in force for teacher training courses, does not promote the dialogue between teachers of the Botany disciplines and those of the disciplines of the pedagogical nucleus. The way teachers select content, the way they organize it, and the choice of methodological strategies are mostly not directed at teaching the student how to teach Botany, even though teachers themselves claim that they carry a lot of their initial training in teaching practice. The analysis points to the urgent need for reflection on the part of the teacher trainers, since the way they teach is rooted in the way this teaching is received and learned, and this ends up being perpetuated. The teaching process is deeply related to the teachers’ lives and past experiences with teaching; therefore, they need to reflect on their practice concerning the teaching of Botany, as well as they need to be concerned not only with teaching specific content but with teaching his students, future teachers, how to teach Botany.. |
