Banca de DEFESA: ALUSKA DA SILVA MATIAS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ALUSKA DA SILVA MATIAS
DATA : 07/05/2021
HORA: 14:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-aluska-da-silva-matias
TÍTULO:

SCIENCE TEACHER TRAINING SENSITIVE TO CULTURAL DIVERSITY AND STAGE SUPERVISED CURRICULUM: POSSIBILITIES AND LIMITATIONS OF THIS PATH

PALAVRAS-CHAVES:

Supervised Internship; Teacher Sensitive to Cultural Diversity; Science teaching; Teacher training.

PÁGINAS: 255
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

he consolidation of scientific education corresponds to a historical trajectory that is established in fields of deep-seated disputes of varied interests and political, cultural and social contexts. Over the past few decades, discussions have led to movements that invite critical reflection about the contributions of scientific constructs
and their implications for science education. These demands have resulted in important changes in the way of understanding the cultural relationships established in the teachinglearning process in science classes, so that the new trends in science education acquire an intercultural character. In addition, the commitment and respect for cultural diversity became part of the principle of education and integrated science curricula. That said, some
questions turn to propose transformations in the training of science and biology teachers capable of offering scientific education with a view to promoting culturally sensitive professionals. Looking to point out some alternatives to enhance training in this perspective, given its specifics, we built in the light of a theoretical multi-referentiality the profile of a science teacher sensitive to cultural diversity in order to contribute to the
reflections for the training of these professionals. Driven by teacher training policies and changes in undergraduate curricula based on the determinations required from the DCN approved in 2015, we adopted Stephen Ball's policy cycle approach in order to identify policy consolidation that aligns with the proposed formative perspective. Allied to the set of discussed aspects, we chose the supervised curricular internships as potentializers of this formative process. In view of these issues, the present study aimed to investigate and
reflect on the contribution of the supervised curricular internship in the formation of science teachers sensitive to cultural diversity. Theoretical and methodological results and paths are discussed over four chapters.
Supervised Internship; Teacher Sensitive to Cultural Diversity; Science
teaching; Teacher training.

MEMBROS DA BANCA:
Interno(a) - 963.380.080-34 - ANA PAULA MIRANDA GUIMARÃES - IFBA
Interno(a) - 519.326.105-10 - GEILSA COSTA SANTOS BAPTISTA - UEFS
Interno(a) - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo(a) à Instituição - ALICE ALEXANDRE PAGAN
Externo(a) à Instituição - ROBERTA SMANIA MARQUES