A relação de estudantes do 4º ano do ensino fundamental de Sergipe com o aprender no ensino de ciências numa perspectiva investigativa : um estudo sobre fungos

• Ano de defesa: 2020
• Autor(a) principal: Santos, Tayse Dantas dos
• Orientador(a): Silva, Veleida Anahi da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Ensino fundamental; Fungos; Aprendizagem baseada em problemas; Aprendizagem pela descoberta; Ciências; Ensino por investigação; Relação com o aprender
• Palavras-chave em Inglês: Relationship with learning; Sciences; Teaching by research
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/13512

Research teaching consists of an approach in which learning takes place by fostering problem solving, through questioning, raising hypotheses, analyzing data and communicating the results obtained. From this work proposal, the student understands that life in the classroom requires an involvement in the activities planned and proposed by the teacher. In this sense, there is no learning without the student's involvement in the construction of their own knowledge. The present study, of qualitative nature and methodological approach defined as action research, presents the results on the application of an investigative teaching sequence in the science classes of a 4th grade elementary school class in a municipal public school in Aracaju, capital of the state of Sergipe. Thus, we sought to answer about which and how do these students' relations with learning occur during the development of the proposed investigative teaching sequence, about the “fungi” program content? . Within this context, this research sought to analyze the relationship with learning through teaching by investigation in a study on fungi. The specific objectives of the study were: i) to observe how children participate in classes based on teaching by investigation; ii) identify how epistemic processes are established with learning through investigative practices; and iii) validate the application of the investigative teaching sequence through the records of texts and drawings produced by the research participants. In order to identify the proposed objectives, the classes resulting from the application of the investigative teaching sequence were recorded through video and semi-structured interviews were carried out with the students after the application of the sequence; the records in the format of texts and drawings produced by the students during the teaching sequence were also included in the sample. The analysis was based on the epistemic processes of learning explained by Charlot (2000, 2009), which are presented in three subsequent forms: i) objectification-denomination, in which learning is in the appropriation of an intellectual content that can be expressed through concepts, facts and other characteristics; ii) imbrication of the self, where learning is in the domain of the processes that involve carrying out an activity; and iii) distance-regulation, which is in the relational situations experienced, in the reflection and feelings that the subject develops with himself and with others. From the collected data, the epistemic processes with learning were identified, and, subsequently, there was triangulation of the data. For the analysis of the interviews, the method devised by Charlot (1996) was used, which allowed the identification of the relationships that the 4th year students established with learning through the identified epistemic processes. To understand how these relationships developed, we used the explanations of Carvalho et al. (1998), Dewey (1978), Fireman and Brito (2018), Moreira (2017), Pozo and Crespo (2009), Sasseron (2015), Serra (2013) and Vygotsky (1991). From the analysis of the interviews, it was found that more than half of the students in the class developed the three epistemic processes proposed by Charlot, through which five relationships with learning were established. These relationships were established based on the following processes that involved the sequence of investigative teaching in the study of fungi: the placement of a problem, the observations made, the questions, the discussions developed in the classroom, the communication and the recording of the results obtained.