O que é isso que se mostra como adoção empírica de literatura para o ensino de ciências?
| Ano de defesa: | 2022 |
|---|---|
| Autor(a) principal: |
Kitzberger, Danilo de Oliveira
 |
| Orientador(a): |
Christofoletti, João Fernando
|
| Banca de defesa: |
Christofoletti, João Fernando
,
Fioresi, Claudia Almeida
,
Batista, Michel Corci
|
| 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: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/6348 |
Resumo: | Literature has often been pointed out as a pedagogical resource in science teaching, since it can provide students with scientific training and, at the same time, teach a critical and reflective view of the world. Although, teaching studies are predominantly directed to procedures of adoption of literature for teaching teachers, science studies that explain or seek to understand that this adoption shows meaning to students and science teaching studies. When reflecting on the materials, supported by the bibliographic review of the state of knowledge presented in this dissertation, we ask: what is it that is done as an empirical adoption of literature for science teaching? Guided by this question, assuming a phenomenological perspective of Discursive Textual Analysis, we seek to understand how the adoption of literature for science teaching is possible and adopted, from the mapping of 67 articles distributed in the periodicals Ciência & Educação, Alexandria, Caderno Brasileiro de Ensino de Física; in the Annals of the editions (2015, 2017 and 2019) of ENPEC; and also on the CAPES journal portal. Was the reading of the articles guided by basic care on the issues of adopting literature for science teaching? way the reader's ability to adopt?), which seems to show us as markings of the units. The exhaustive analysis of these units evidenced groupings of similar elements and the contact between attractive elements of meaning that led to the constitution of three final categories that directed us to debate and understand a little more the role of the mediator teacher, the procedural decisions and the contemporary view of science when literary reading is adopted in science classes. The first category discusses different positions that the science teacher can assume when adopting literature, their methodological care with the texts, with the reading and interpretation of students. The second category is centered on exposing how the literary practice happens in science classes, its meanings and effects for students, school and society. The third category explains that literature is used as a pedagogical means for teaching a more modern, careful, collective and expanded view of science. In addition, despite not being such a permanent and frequent activity among science teachers, the adoption of literature in science classes proves to be a working style that contributes to the conceptual, historical and philosophical learning of science that allows for greater dialogue, empathy and incentives to achieve quality science education. |