Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
ARAÚJO, Artur Torres de
 |
| Orientador(a): |
AMARAL, Edenia Maria Ribeiro do |
| Banca de defesa: |
SIMÕES NETO, José Euzébio,
SALVADOR, Maria Aparecida Tenório,
GEHLEN, Simoni Tormohlen,
LAMBACH, Marcelo |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
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| 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/tede2/9193
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Resumo: |
This thesis aims to analyze a teaching and learning proposal based on dialogues between the theory of conceptual profiles and the three pedagogical moments in a fractal model to structure the pedagogical moment of Knowledge Organization. We chose to work with the concept of energy in teaching and learning proposals considering the idea of onto-concept and that energy is a unifying concept used to organize the generating theme that is developed in the classroom through three pedagogical moments – problematization, organization, and application of knowledge. There are studies dedicated to the concept of energy, considering that this concept is supra and multidisciplinary that represents a fundamental component for the understanding of science. According to the authors, the understanding of energy is intertwined with other concepts and different contexts of use, which contributes to generating a variety of ways to understand this concept. In this sense, energy is a concept that was the object of different proposals for conceptual profiles, which will be considered in this work. Based on the reality of education systems, schools, teachers and students, we structured three pedagogical moments prioritizing stages proposed by the Freirian thematic approach, applied not necessarily to the constitution of a generating theme, but working on energy themes associated with various contexts related to life of students. For this, we use an approach that moves between the thematic and conceptual approaches, inserting Freirian categories such as dialogue and problematization in the proposition of didactic activities and considering different ways of thinking about energy in the teaching and learning process. Based on these theoretical arrangements, a teaching proposal was structured and applied, organized into three pedagogical moments, based on the analysis of learning from the perspective linked to the theory of conceptual profiles, considering two processes: (i) enrichment of the conceptual profile of an individual (cognitive process), which usually happens in the school environment by learning scientific ways of thinking and (ii) becoming aware of the multiplicity of ways of thinking that constitutes the profile and contexts in which they can be applied with pragmatic value (metacognitive process) . Taking into account the Freirian pedagogical perspective, we develop problematizing situations and problematizing encounters, which bring problematization, dialogue, criticism, reading the world, and understanding people as historical beings, as categories and pillars of teaching. And, we link to these pedagogical moments the bases of the theory of conceptual profiles by the affiliations to the historical and dialectical subject described in the historical-cultural theory, in the sense of considering the plurality of senses and meanings in the conceptualization processes. At the time of problematization, for the discussion of problematizing situations, videos were used, which introduced themes associated with the concept of energy, with the exploration of various contexts in which the concept is present. From the analysis of the students' answers and speeches about the concept of energy expressed in the problematizing encounters and in written records, we were able to organize the subsequent pedagogical moments – the organization and application of knowledge. At the end of the activities, we interviewed the students to analyze their perceptions about the contributions that the teaching proposal brought to their professional training. The results show evidence of the emergence of different zones of conceptual energy profiles in different pedagogical moments, which suggests the occurrence of cognitive and metacognitive processes (awareness of the multiplicity of ways of thinking about energy). Thus, the theoretical and methodological articulation of the theory of conceptual profiles and the three pedagogical moments presents potential for science teaching and learning proposals. |
