Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
BRITO, Eliana Priscila Cavalcanti de
 |
| Orientador(a): |
TENÓRIO, Alexandro Cardoso |
| Banca de defesa: |
NOGUEIRA, Romildo de Albuquerque,
ARAÚJO, Monica Lopes Folena de,
MIRANDA, Antônio Carlos Silva |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5460
|
Resumo: |
This work was motivated by concerns given the current high school, coming from the meeting of our empirical experience that highlights the distance between reality and taught science student, with a number of studies have pointed out strong disinterest of young people with education offered in school science . In this context, our work was developed within the Graduate Program in Science Teaching, Federal Rural University of Pernambuco and aimed to understand the limits and possibilities for the young person can experience a more meaningful and contemporary science teaching average. For that, we searched for evidence that characterize the crisis in science education, the floor of a public school. Accordingly, we investigated the views of teachers and students in order to identify and understand their desires and choices on school science. The work has converged to point out the similarities and the distances between these views, in the natural sciences perspective of the average level. For both, the methodological strategies adopted have elements that resemble the case study, and at the same time, approaching a participant research. For data collection interviews, questionnaires and wheel discussion with the actors of this research were carried out. Through content analysis, the students reveal strongly linked to contemporary demands for teaching science fundamentals, while teachers have enough visions aligned with the needs of their students. In general, it was possible to identify several similarities between the views of teachers and students. As a result also present challenges to reframe science education, emerging from the context experienced by teachers. In general, the approaches identified in the discourses of the main actors (teachers and students) high school, reinforcing the arguments that science education is going through a crisis of legitimacy, but at the same time, indicate that the conditions necessary to confront it not are as distant as you think. |
