Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Druzian, Lidiane Bolzan |
| Orientador(a): |
Vestena, Rosemar de Fátima |
| Banca de defesa: |
Corte, Marilene Gabriel Dalla,
Dorow, Thais Scotti do Canto |
| Tipo de documento: |
Dissertação
|
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/716
|
Resumo: |
This work is the result of a research developed in the Professional Master's Degree in Teaching of Science and Mathematics of the Postgraduate Program at the Franciscan University within the research line “Teaching of Science and Mathematics”. The research context is the Integrated Agriculture and Livestock Technical Course of the Farroupilha Federal Institute – Campus São Vicente do Sul, RS. There has been a significant demand for such a course by students from municipalities of both central and midwest regions of the state due to farming being the main economic resource. Thus, school and everyday knowledge as well as practices related to Natural Sciences, which were experienced by the students within their family, community and school environment during Primary Education, were decisive in the young students’ professional choice when opting for the Technical Course in Integrated Agriculture and Livestock. Therefore, the main purpose of this research is to analyze the influence of such knowledge of Natural Sciences on the students’ choice for the Integrated Agriculture and Livestock Technical Course of the Farroupilha Federal Institute - Campus São Vicente do Sul, RS. The research methodology is qualitative and follows the exploratory descriptive method. For the data collection, an online questionnaire was applied through Google forms to first-year incoming students of the Technical Course. For the analysis of the data, which was based on Bardin (2016), two pre-established categories were followed: everyday knowledge and school knowledge. With regard to school knowledge, Primary Education was considered, and with regard to everyday knowledge, family and community coexistence was also considered. As an educational product, this research presents the systematization in the form of a portfolio of the most important daily tasks and knowledge of the first-year students of the Technical Course. The theoretical framework was based on these references: Bardin (2016), Zaballa (1998), Moreira (2001), Chassot (2004), Freitas and Ferreira (2012), Porto, Ramos and Goulart (2009), Brazil (2017), Krasilchik and Marandino (2010), Rodrigo and Arnay (1998), among others. Among the results are the contributions and discussions about the valuation of students' daily and scholarly knowledge, especially those resulting from experiences prior to Integrated High School. Consequently, it is expected to inspire more contextualized curricula beginning at the first years of school, both in elementary and high school. Therefore, it is assumed that it’s possible to articulate, deepen and consolidate the different knowledge, fostering in Basic Education through scientific learning focused on vocational training, which is identified with the places where the students come from and will possibly work as technical professionals in agriculture and livestock farming. |
