Banca de DEFESA: ISABELA SANTOS CORREIA ROSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ISABELA SANTOS CORREIA ROSA
DATA : 13/12/2019
HORA: 14:00
LOCAL: Faculdade de Educação
TÍTULO:

DIALOGUE BETWEEN EPISTEMOLOGICAL PLURALISM AND CRITICAL MULTICULTURALISM IN THE INITIAL TRAINING OF BIOLOGICAL TEACHER

PALAVRAS-CHAVES:

Epistemological pluralism. Critical multiculturalism. Formation. Teachers Biology.

PÁGINAS: 340
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

We argue in this paper that experiences based on Epistemological Pluralism (EP) and Critical Multiculturalism (CM), during the initial formation of teachers, may contribute to them developing proposals aiming at the deconstruction of prejudice and overcoming inequalities. Thus, the project consists of three studies: The first and the second are bibliographic modalities, corresponding to a theoretical essay and a systematic literature review, respectively, and the third represents an empirical study. Study one aims to problematize the possibility of a new epistemological position on demarcation of knowledge and curriculum, from the discussions on the convergences and divergences between universalism, the EP and the CM, in order to understand how these theoretical perspectives could be teachers to subsidize different pedagogical practices. Study two aims to analyze ways of approaching the content of genetics to raise a practice consistent with the EP and CM, through a review of didactic experiences reported in the specialized literature. Study three presents as a general objective to understand how biology teachers in initial formation integrate the discourses of EP and CM in their professional repertoire, in the context of a discipline of teaching genetics. The latter is characterized as an explanatory research of qualitative nature, developed from the perspective of symbolic interactionism, with the insertion of elements of critical theory. The empirical study was conducted with undergraduate students in Biology, from the Federal University of Sergipe, in the form of an optional 60-hour course, taught by the researcher, which was organized from the perspective of the EP, by addressing the different forms of knowledge; as well as from the perspective of the CM, when discussing the power relations built around the diversity of socio-cultural groups. As procedures for data production were used documents produced by the undergraduates, observations and individual interview, the last two with audio and/or video recordings. Data analysis was conducted with reference to the sociocognitive theory of discourse proposed by Van Dijk. We conclude that knowledge, which was not apprehended by experience, is constructed through discourse. Thus, a formation committed to cultural diversity is fundamental for teachers to think about such practices in teaching practice.

MEMBROS DA BANCA:
Presidente - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Interno - 567.815.045-68 - CLAUDIA DE ALENCAR SERRA E SEPULVEDA - UEFS
Interno - 2920919 - BARBARA CARINE SOARES PINHEIRO
Externo à Instituição - TEUNIS ADRIANUS VAN DIJK
Externo à Instituição - MARIANA APARECIDA BOLOGNA SOARES DE ANDRADE - UEL
Externo à Instituição - ANA IVENICKI - UFRJ