As representações do corpo humano nas práticas de professoras de ciências do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Soares, Emerson de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Corpo humano; Corpo didático; Corpo biossocial; Formação de professores; Human body; Didactic body; Biossocial body; Teacher training; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/13860

The human body has been the object of studies of several areas of knowledge, and specifically in Science Teaching this fact is due to the existing criticisms related to the approach of the teachers. The objective of this research was to investigate the conceptions of Elementary School Science teachers of a public school in Uruguaiana / RS about the human body in its practices. This research had a qualitative character and to analyze the data was used the Analysis content of Bardin and carried out in two phases. In the first phase we performed an analysis in the Didactic Books adopted by the teachers to understand about which bias the human body is presented. In the second phase the data collection was through a semi structured questionnaire applied to the teachers to know a little about their practices and conceptions about the human body and the limits of its construction. The results show that the Books analyzed follow the same pattern, dividing and normalizing the human body. The human body is presented in a fragmented and reductionist way, the images are stereotyped and difficult to understand the students. In the books there are spaces for discussing the body beyond the biological bias, but this approach is up to the teacher who should have the sensitivity to make that observation. Regarding the perception of the teachers, it was possible to verify that they take different mechanisms to elaborate their classes, create and develop activities that are not specified in the School's Political Pedagogical Project, but which are sometimes part of the hidden curriculum. In relation to the rules imposed on the use of ornaments it was clear that they disagree with these rules. This imposed mechanism has more the function of monitoring in the form of control, framing the students in certain groups, thus interfering in the construction of the subjects' identity. For teachers, their use in no way interferes with the learning of the contents and can be allies for an integrated study of the human body. It is concluded from this essay that it is of fundamental importance the involvement of the teachers in the choice of Science Textbooks, since they are one of the resources most used in the elaboration of their classes. The textbooks, although standardized and often not contemplating regionality, are fundamental in the teaching-learning process. In addition, they bring in full all the contents that must be worked in each school year, which modifies is approach to their themes, which depends specifically on each teacher. Regarding the teachers' perceptions about the human body, it is clear that they perform a body approach through biossocial bias, although they do not know how to specify what that body would be. This approach describes how teachers see themselves as having a body that encompasses many aspects. In this sense, we propose a revision in the school norms regarding the human body in its environment. Changes that are beneficial in the process of teaching learning of the human body and the elaboration of continuing training courses to collaborate in this process. That the human body be studied also in a transversal and collective way, going beyond systematized knowledge, being approached in an integrative way in the school.