Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Ortiz, Neiva Lílian Ferreira |
| Orientador(a): |
Vestena, Rosemar de Fátima |
| Banca de defesa: |
Lunardi, Elisiane Machado,
Pigatto , Aline Grohe Schirmer |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Centro Universitário Franciscano
|
| 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/598
|
Resumo: |
This study used a qualitative research approach based on bibliographical and documentary techniques. Data included official documents, which were made available by the Ministry of Education and Culture, as well as the notebooks and teaching materials of three students from three public schools located in a Midwestern municipality of the state of Rio Grande do Sul (RS). The objective of the study was to analyse how the Natural Sciences were approached in these schools based on the proposals of the National Pact for Literacy at Proper Age during the period 2013 – 2015. In addition to the official guidelines on the National Pact for Literacy at Proper Age and the Teaching of Sciences, the analysis aimed to highlight the presence of the Natural Sciences in the school curriculum, the contents and structuring axes considered as well as the methodological aspects and resources used. It also aimed to develop a product to be used as a teaching resource, which could mediate the teaching-learning process of the Natural Sciences in the early years. Initially, the materials related to the National Pact for Literacy at Proper Age were searched and compiled to be studied afterwards. Then, a previous analysis was developed on the materials provided by the three students who were attending the 2013 – 2015 literacy cycles at the three schools investigated. Finally, categories of analysis were chosen according to Bardin (2016) in order to verify whether the Natural Sciences were taught in the early years as well as the contents and structuring axes considered and, finally, the methodological aspects and resources used. Data analysis revealed that the Teaching of Sciences has been developed without the frequency, liveliness and quality necessary to promote scientific literacy among the students. In addition, the study of both languages and mathematics was prioritized during the literacy cycle investigated. Consequently, the study of science occupied an auxiliary place in the school curriculum, being normally presented in a strict and fragmented way. With regard to the structuring axes and the contents approached, it was found that both continue to be selected and propagated by the schools through a teaching culture that is based on themes that usually repeat from school to school regardless of the school reality. The highlighted structuring axes were “Life in the Environments” and “Human Being and Health” instead of the axes “Materials and Transformations” and “The Sun and Earth System”. Concerning the methodological aspects and the teaching resources used by the teachers during the classes, traditional pedagogy as well as recurrent resources such as board, chalk, photocopied sheets and textbooks have prevailed. However, if the frequency and quality of the Natural Science classes continue to be strict and based on theories and teaching resources that are not very innovative or contextualized, the students' scientific training will remain adrift. These are very unfortunate results given the social, scientific and technological importance of this area of knowledge to the students' personal and social quality of life. Therefore, having in mind the conclusions of this research and considering the importance of this school stage to the students’ learning, a product has been developed to be used as a resource in the teaching of sciences in the initial years of the literacy cycle. In a nutshell, this product is a children's story entitled "The hairy caterpillar" and may be used to teach the life cycle of insects that undergo complete metamorphosis. |
