Prática Argumentativa No Ensino De Geografia: Um Estudo A Partir Do Conceito De Território

• Ano de defesa: 2017
• Autor(a) principal: Carli, Eden Correia [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Geography Teaching; Territory; Scientific Argumentation; Citizenship; Everyday Thinking And Scientific Thinking; Ensino De Geografia; Território; Argumentação Científica; Cidadania; Pensamento Cotidiano E Pensamento Científico
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5071455; http://repositorio.unifesp.br/handle/11600/50220

This dissertation aims to investigate “which are” and “how are” developed the scientific arguments constructed by the students of the final years of elementary school (9th grade) of three public schools in the city of São Paulo. With a view to formation of citizens scientically literate, we propose in this dissertation the indentification of the scientific arguments developed by the students, in the context of learning about the concept of territory, analyzing them in the light of geographic science and thus relating the arguments to the role that the Geography can have in the construction of a citizen practice on the part of the students. A test kind of knowledge questionnaire was used as a data collection research tool. The discussions that involve this investigation, analyze the quality of the students' argument in the contact with the scientific theory presented (according as Lima, 2008; Duschl, 2007) and the quality assessment of the arguments developed by students when qualified following a standart of: data usage (D); Warranty (W) for definition conclusion (C) and the ability to rebuttal (R), through the refinement of the categories of Toulmin's argument pattern (2001), according to Sasseron (2008) Erduran & Jiménez-Alexandre (2007). They are also concerns to this research contextualize the analysis of the role of morality and ethics in the decision making contained in the arguments collected, according to Zeidler & Sadler (2007) and Kolstø & Ratcliffe (2007). The variety of analyzes proposed demonstrates a range of obstacles to the students' learning in contact with the scientific discourse offered by the activity, among them we highlight the difficulties of working with scientific evidence. The study of the statement used by the students in defending their justifications revealed the importance of classroom research and practices in socio-scientific technical discussions as a means of engaging the student and promoting a critical reflection related to the construction of contents, evidence, implications and consequences of scientific knowledge. The results demonstrate the potential of the field of scientific argumentation in providing new steps for research and classroom practice in the discipline of Geography.