Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Kafer, Giovana Aparecida |
| Orientador(a): |
Costa, Denise Kriedte da |
| Banca de defesa: |
Amaral, Lisandra Catalan do,
Wollmann, Ediane Machado,
Scremin, Greice,
Alves, Marcos Alexandre Alves |
| 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/859
|
Resumo: |
The present study is inserted in the Research Line – Professors Education in Science and Mathematics, of the Graduate Program in Science and Mathematics Teaching, of the Franciscan University, and emerged from concerns as a teacher, as well as investigations and perceptions in a process to contribute not only personally, but mainly in a broader context to professors education and the teaching of science and mathematics. The general objective of the research was to analyze how interdisciplinarity and the complexity paradigm can contribute to the qualification of teacher education at the Federal Farroupilha Institute for the purpose of elaborating a Postgraduate course proposal aiming at exploring, in essence, the interdisciplinarity. The context of this research was the Degree of Biology, Physics, Chemistry and Mathematics courses of the Federal Farroupilha Institute of Education, Science and Technology. Having as its guiding axes interdisciplinarity, based on authors such as JAPIASSÚ, 1976; FAZENDA, 2002a, 2002b, 2008, 2010, 2011, 2014; JANTSCH; BIANCHETTI, 2011; LÜCK, 2007 and the paradigm of complexity, mainly anchored by the writings of Edgar Morin 1986, 1997, 1999, 2000, 2000b, 2000c, 2015, the research had a qualitative case study approach, using the following instruments for data collection: questionnaire applied to the graduates of the courses and document analysis. In the study, the following sources were analyzed: (1) National Curriculum Guidelines for the Education of Basic Education Teachers, college level, degree course, full degree; (2) Pedagogical Course Projects of the Degrees participating in this research. The theoretical elements addressed in this research are related to knowledge, knowledge and skills with an interdisciplinary approach developed in the continuing education professors training course. As a way of analyzing the data collected during the research, we used the Content Analysis, described by Bardin for the official documents and questionnaire. As main results, we highlight that in the initial formation the specific knowledge of each course is privileged, in detriment to the interdisciplinary knowledge promoted between the different areas. From the analysis of the PPCs of the courses, it was possible to observe some concern with the theme of interdisciplinarity, but during the course there is no effective development of curriculum proposals with this focus. Even so, it was possible to verify that the graduates of these courses can, in part, visualize the knowledge of their area of formation and relate them to other areas. In addition, it was found that graduates believe that the process of continuing education with an interdisciplinary approach is important, since they understand that as teachers and researchers, interdisciplinarity must be related to the pedagogical attitude of the researcher professor. |
