As potencialidades do uso de textos de divulgação científica no ensino de química na percepção de professores em formação inicial

• Ano de defesa: 2021
• Autor(a) principal: Martins, Joana Laura de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Formação inicial de professores; Ensino de química; Textos de divulgação científica; Initial teacher training; Chemistry teaching; Scientific dissemination texts; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/22688

Due to the importance of discussing instruments, methodologies/different didactic strategies, in the initial training of teachers, for the professional development of this future teacher and to qualify their pedagogical practice. The present dissertation focused on promoting the monitoring and practice of interactive reading of Scientific Dissemination Texts (SDT), both in the chemistry degree course, with scholarship holders from the UFSM PIBID, and with students from the Basic School. Seeking to highlight the potentialities of the use of SDT in the school context, this research was organized, in four stages of action-research and the data were analyzed through the Discursive Textual Analysis, with emerging categories being elaborated. The first stage of the research refers to the bibliographic survey carried out in Brazilian Theses and Dissertations, where we seek to expand the understanding of SDT reading, indicating ways for its use as a teaching methodology. Through this literature review, we found that reading SDT can have different didactic objectives, in addition to motivating students to study science, it can also promote interdisciplinarity, argumentation and scientific literacy. The second stage was characterized by meetings at the University with the PIBID group, composed of 10 fellows, so that they could understand the particularities of the SDT and thus plan thematic workshops with the use of the chosen SDT and differentiated strategies for Basic Education. Throughout the development of activities with undergraduate students, the characteristics of the Scientific Dissemination Discourse (SDD) were addressed; the SDD differences for Scientific Discourse; the places where SDT can be found; how they could perform the mapping of the text, to better understand its structure, and the different reading methodologies / strategies that could be used in their planning were also discussed with them. The school interventions took place in the third stage, where the undergraduates worked on their Thematic Workshops entitled “Periodic Table: a historical context”; “The chemistry present in the electronics” and “Spices: the chemistry present in the small details”, respectively, in the first, second and third grades of high school. In this stage, moments of reflection on teaching practice were provided, where the scholarship students were able to expose their perceptions of the activity carried out with SDT, through experience reports, which were presented at the 39th Meeting of Debates on Teaching Chemistry. These reports as well as the semi-structured questionnaires, used during the research, served as data for the analysis of this dissertation, which consisted of the fourth and last stage, where we looked for the graduates' perceptions regarding the potentialities of the use of SDT in school context. We can evidence from the results of this research that reading SDT in the classroom, if well planned, favors the learning of scientific concepts; it also stimulates critical thinking, based on the development of oral and / or written expression, which contributes to the formation of citizens capable of intervening in their reality. In addition, the graduates showed some limitations regarding teaching and reading practice, but which can be overcome with the promotion of reading habits in the classroom.