O ensino de ciências na formação inicial de licenciandos em pedagogia : entrelaçando caminhos entre o letramento científico e os saberes docentes

• Ano de defesa: 2010
• Autor(a) principal: LIMA, Veronica Natalia de
• Orientador(a): SILVA, Suely Alves da
• Banca de defesa: SOUZA, Sandra Rodrigues de, SILVA, Rosane Maria Alencar da, LIMA, Analice de Almeida
• 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: Ensino de ciências; Formação de professores; Saber docente; Letramento científico
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7459

The research attempted to analyze the conceptions of the undergraduates in relation to the science education, scientific literacy and the articulations with disciplinary and pedagogic knowledge of the teacher's formation. For the construction of the data we made use of a questionnaire composed of four questions, being the first three with focus on the concepts of the science education and the possible articulations with teacher's knowledge. On the fourth question, it was proposed the construction of a didactics sequence by the undergraduates with the objective of analyzing the articulations between teacher's knowledge and scientific literacy. The current research was made in conjunction with sixteen undergraduates of the course of graduation in pedagogy of a federal educational institution. The analyze of the data was made with focus on the analyze of the content. The results showed that this formation in natural science of the course of graduation in pedagogy has its focus on the contents of biology's area, leaving gaps on the formation of these undergraduates. The conceptions of science that presented themselves at the answers offered by the subjects of the research reveal a conception of the science education based on the traditional focus. It was evidenced also, the lack of conceptual knowledge of the field of the science education, referred to questions proposed in the questionnaire. In relation to scientific literacy, it was explicit the conceptual lack in the realization of activities that offer to the students the construction of an apprenticeship of science in this perspective.