Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
MARANHÃO JÚNIOR, Otoniel Rodrigues
 |
| Orientador(a): |
OLIVEIRA, Maria Marly de |
| Banca de defesa: |
OLIVEIRA, Maria Marly de,
ARAÚJO, Monica Lopes Folena,
RIBEIRO, Magali de Lima |
| 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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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8332
|
Resumo: |
This dissertation aimed to analyze the contributions of philosophical hermeneutics in the continuing education of Biology teachers from a public school district in the state of Pernambuco - Brazil. In the conceptualization of our study, we considered the need to think of a formative process that discusses with teachers the rationale that guides them on the theme of understanding, in order to help them in teaching and learning of their students in the classroom. In this sense, we conducted a literature review on hermeneutics, from its origin to its philosophical meaning, its relationship with education, and we made studies on the continuing education of teachers, which subsidized the theme as a proposal for formative meetings with Biology teachers. Our methodological procedure was based on the principles of the qualitative paradigm and consisted of three steps. First, we conducted interviews with four teachers using the Hermeneutic-dialetic Circle (CHD) technique, at the end of which teachers were asked to build a lesson plan for an upcoming topic in the current school calendar year. Second, we proceeded with a four-day continuing education course at school to introduce the principles of philosophical hermeneutics and their relationship with teaching Biology to teachers. Finally, we conducted individual interviews with teachers and returned their lesson plans for reformulation in light of their continuing education on philosophical hermeneutics. The data obtained were submitted to the Interactive Hermeneutic Dialectical Analysis (AHDI) process, which allowed us to demonstrate the relevance of the proposal and, after the formative meetings, to detect changes in teacher education, based on reports of teaching practices that considered the students' previous knowledge and were more committed to their understanding of the contents. The analysis of the data allowed us to verify that philosophical hermeneutics rationale contributes to the continuing education oriented on teaching through dialogue that dialects the interpretations of teachers and students, aiming at a mutual understanding. |
