Banca de DEFESA: MARIA APARECIDA DA SILVA ANDRADE

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MARIA APARECIDA DA SILVA ANDRADE
DATA : 04/09/2020
HORA: 09:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-maria-aparecida-da-silva-andrade
TÍTULO:

Dialogues between the approach to socio-scientific issues from the perspective of science, technology, society and the environment and Freire's pedagogy in the context of the training of science teachers for the early years.

PALAVRAS-CHAVES:

Science teaching. Early years. Teacher training. Freirean Pedagogy. Socio-scientific issues. STSE approach.

PÁGINAS: 374
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

In the socio-political context in which we live, there are many questions about what is the appropriate training for teachers, what should we teach to undergraduate students and how should we prepare them. In this sense, we believe that the role of science education should not be limited to the transmission of conceptual contents, since it is necessary to prepare students to act critically in society. The main objective of the research was to analyze the contributions of the convergence of the approach to socio-scientific issues under the STSE education and Freire's pedagogy in the training of Science teachers for the early years. Based on the theoretical assumptions studied, we elaborated a didactic sequence, guided by Freire's pedagogy and Sociocientific Issues in the STSE education, aiming at the learning of concepts, as well as the critical and reflective training of undergraduates of a Pedagogy course. The instruments of data production were the recording of audios from the classes, answers to exercises, questionnaires, analysis of the graduates' field notebook as well as the notes of the researcher's diary. In summary, the results show that: 1) the use of Socio-Scientific Issues in the context of STSE education and the Freirean perspective dialogues in various aspects, exchanging contributions and proposing challenges to teaching today, constituting themselves as useful theoretical bases to substantiate significant changes in the educational context, aiming at the critical training of undergraduate students. 2) The Freirean perspective can contribute with a more humanistic bias for teacher training, by approaching the problems of the local, regional and national context, contributing to the construction of meaningful learning and committed to reality, critical and engaged positioning. 3) the undergraduate students showed motivation for learning and acting based on working with socio-scientific issues found in their existential reality. We observed that licenciate students re-signified views on certain contents from the work with SSI* in the STSE** perspective and on Freire's pedagogy, through intense contact with the studied themes, revealing the multiple STSE relationships involved in them and moving from a purely biological perspective to a broader and more questioning view. In addition, the adoption of an investigative stance was evident among the undergraduate students, as well as the triggering of the critical and political positioning in relation to the problems they face in their communities, building a profile of a suitable teacher to face the needs of today's society.

MEMBROS DA BANCA:
Presidente - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Interno - 2682594 - FABIO PESSOA VIEIRA
Interno - 909.409.897-00 - MARCO ANTÔNIO LEANDRO BARZANO - UEFS
Interno - 836.185.465-72 - NEI DE FREITAS NUNES NETO - UFGD
Externo à Instituição - Simoni Tormohlen Gehlen - UESC-BA
Externo à Instituição - IRLAN VON LISINGEN - UFSC
Externo à Instituição - DALIA MELISSA CONRADO - UFGD