Teoria da Aprendizagem Significativa e Teoria da Aprendizagem Significativa Crítica: Mobilizando saberes de um grupo de professores

• Ano de defesa: 2024
• Autor(a) principal: Kunzler, Kelly Karini
• Orientador(a): Beber, Silvia Zamberlan Costa
• Banca de defesa: Hilger, Thais Rafaela Costa, Santarosa, Maria Cecilia Pereira, Leite, Rosana Franzen
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
• Departamento: Centro de Ciências Exatas e Tecnológicas
• País: Brasil
• Palavras-chave em Português: Unidades de Ensino Potencialmente Significativas; Saber Popular; Formação de Professores de Química
• Palavras-chave em Inglês: Potentially Significant Teaching Units; Popular Knowledge; Chemistry Teacher Training
• Área do conhecimento CNPq: EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA
• Link de acesso: https://tede.unioeste.br/handle/tede/7268

This research focuses on the mobilization of knowledge related to Meaningful Learning Theory (SLT) and Critical Meaningful Learning Theory (CLLT) by a group of teachers undergoing initial and continuing training. The main objective was to investigate how a study group, in initial and continuing training, mobilize the knowledge of SOT and CST in the organization, planning, and development of potentially significant material, after a period of studying these theories. Secondly, the research is aimed at the group in training in the area of Chemistry. The research is qualitative in nature. The data was constructed and collected using audio recordings, memories, interviews and Potentially Significant Teaching Units (PSUs). We used the principles of TASC as a data analysis tool. In organizing the PSUs, the group appropriated popular knowledge about “erva-mate” and “garrafadas/xaropadas”, basing its use on the idea of the Ecology of Knowledge. The inclusion of popular knowledge was intentional and designed to help the students' predisposition to the learning process. The results of the research correspond to the analysis of the material and indicate that the principles of the theories were mobilized by teachers in initial and continuing training, promoting interdisciplinary, collaborative work between the different curricular components and highlighting the influence of popular knowledge in this process.