Banca de DEFESA: ANA CAROLINE MAIA BARBOZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANA CAROLINE MAIA BARBOZA
DATE: 28/07/2023
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/conference/rooms/programa-de-pos-graduacao-em-ensino-filosofia-e-histo
TITLE:

The formation of science teachers with a focus on dialogue with biblical knowledge: limits and possibilities

KEY WORDS:

Scientific knowledge, biblical knowledge, intercultural dialogue, Training of science teachers.

PAGES: 131
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The present work presents the results of a qualitative research Which the general objective was to investigate the limits and possibilities that we can establish in a course of continuing education for science teachers, focusing on the dialogue between scientific and biblical knowledge. Three articles were proposed, each one aiming to achieve one of the specific objectives which are: 1. Briefly contextualize the nature of scientific knowledge and biblical knowledge, emphasizing the importance of dialogue in teacher training for intercultural science teaching; 2. interpret the relationships that are presented by science teachers between the ethnobiological knowledge present in the bible and the scientific ones. Based on this, point out implications and propositions for science teaching that is sensitive to cultural diversity, that is, that respects and considers cultural diversity, including Christianity; 3. Evaluate didactic resources and sequences produced as the final work of a training course for science teachers sensitive to cultural diversity in order to see if there are signs of openness to dialogue between scientific knowledge and biblical knowledge in the materials produced. Data were collected during the development of an optional component of the Graduate Program in Teaching, Philosophy and History of Sciences (UFBA/UEFS), having as main theoretical references of analysis contextual constructivism, epistemological pluralism and intercultural dialogue. We consider that there are limits related to the application of a teacher training course that promotes the inclusion of biblical knowledge for intercultural dialogue in science classrooms, as there are important barriers that influence pedagogical knowledge and practice, the theory and practice dimension. These are barriers that may be related to the initial training of science teachers and the worldviews of these professionals. We point out as a great challenge the continuity of new studies regarding the elaboration and promotion of teacher training courses that aim to combat scientism, considering that current societies are genuinely plural, including the contexts of classrooms, in which different modes of knowledge are present and can coexist, including biblical knowledge, as well as knowledge from religions other than Christianity. We argue that science teachers need to recognize the diversity of knowledge present in classrooms and seek to investigate and understand this knowledge for inclusion in the dialogue they can establish with science.

COMMITTEE MEMBERS:
Presidente - ***.326.105-** - GEILSA COSTA SANTOS BAPTISTA - UEFS
Interna - ***.380.080-** - ANA PAULA MIRANDA GUIMARÃES - IFBA
Interna - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo à Instituição - LIN CHAU MING
Externa à Instituição - NADENKA BEATRIZ MELO BRITO