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Desafios de uma jovem professora na preparação e na dinamização de tarefas de ciências: um estudo no 6.º ano de escolaridade
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Advisor(s)
Abstract(s)
O presente estudo foi elaborado com o intuito de compreender quais os desafios que advêm
da prática do professor no desenvolvimento de atividades face a uma orientação CTS-A e
que rumos podemos tomar a modos de aprendermos a lidar com estes constrangimentos.
Nesta investigação argumenta-se sobre a importância do ensino das ciências na educação
básica, pelo valor emancipatório que a literacia científica possui na sociedade, na necessidade
de formar indivíduos conscientes, informados e adaptados a um mundo em constante
mudanças e evolução. Apresenta-se uma orientação Ciências-Tecnologia-Sociedade e
Ambiente (CTS-A), como promotora de práticas educativas dinâmicas, que exploram
conteúdos de forma transversal. Alude-se, ainda, à relevância de práticas reflexivas no papel
do professor, que auxiliam a compreensão de práticas e preocupações do professor.
O estudo insere-se num paradigma interpretativo, de carácter qualitativo na interpretação de
situações sociais e pedagógicas, ocorridas num estágio de intervenção na disciplina de
Ciências Naturais, numa turma de 6.º ano. O projeto consiste, ainda, num instrumental case
study, tendo como particularidade pedagógica – nesta investigação – a minha própria prática,
refletindo constantemente sobre a mesma. A recolha de dados resultou da observaçãoparticipante
realizada das práticas pedagógicas, na preparação e na dinamização de cinco
tarefas, através de diários de bordo, e de uma análise documental.
Os resultados evidenciam que a maioria dos desafios que experienciei relacionam-se com a
fase de preparação das tarefas, mais precisamente na escolha de tarefas, seleção de recursos
e antecipação de momentos específicos na dinamização das tarefas. Este projeto de
investigação possibilitou-me compreender muitos dos desafios e inquietações que surgiram
das minhas ações didatico-pedagógicas enquanto professora estagiária.
The present study was elaborated with the intent of understanding the challenges that arise from the teacher's practice in the development of activities towards a STS-E orientation and what directions can we take to learn how to deal with these issues. In this research it is argued about the importance of K-9 science education, for the emancipatory value that scientific literacy has in society, the need to educate individuals who are aware, informed and adapted to a world in constant change and evolution. It presents a STS-E orientation, as a promoter of dynamic educational practices, which explore contents in a transversal way. It is also mentioned the relevance of reflexive practices in the teacher's role, which help the teacher's understanding of practices and concerns. The study is part of an interpretative paradigm, of a qualitative nature in the interpretation of social and pedagogical situations, occurred in the pedagogical practice in 6th grade Natural Sciences class. The project also consists of an instrumental case study, having as pedagogical particularity - in this research - my own practice, constantly reflecting on it. The data collection resulted from the participant observation of the pedagogical practices, in the preparation and dynamization of five tasks, through logbooks and a documentary analysis. The results show that most of the challenges that I experienced are related to the task preparation phase, more precisely in the choice of tasks, selection of resources and anticipation of specific moments in the dynamization of tasks. This research project made it possible for me to understand many of the challenges and concerns that arose from my teaching-pedagogical actions as a pre-service teacher.
The present study was elaborated with the intent of understanding the challenges that arise from the teacher's practice in the development of activities towards a STS-E orientation and what directions can we take to learn how to deal with these issues. In this research it is argued about the importance of K-9 science education, for the emancipatory value that scientific literacy has in society, the need to educate individuals who are aware, informed and adapted to a world in constant change and evolution. It presents a STS-E orientation, as a promoter of dynamic educational practices, which explore contents in a transversal way. It is also mentioned the relevance of reflexive practices in the teacher's role, which help the teacher's understanding of practices and concerns. The study is part of an interpretative paradigm, of a qualitative nature in the interpretation of social and pedagogical situations, occurred in the pedagogical practice in 6th grade Natural Sciences class. The project also consists of an instrumental case study, having as pedagogical particularity - in this research - my own practice, constantly reflecting on it. The data collection resulted from the participant observation of the pedagogical practices, in the preparation and dynamization of five tasks, through logbooks and a documentary analysis. The results show that most of the challenges that I experienced are related to the task preparation phase, more precisely in the choice of tasks, selection of resources and anticipation of specific moments in the dynamization of tasks. This research project made it possible for me to understand many of the challenges and concerns that arose from my teaching-pedagogical actions as a pre-service teacher.
Description
Relatório de Estágio da componente de Investigação do Mestrado em Ensino do 1º e do 2º Ciclo do Ensino Básico
Keywords
reflexão sobre a própria prática professor-estagiário desafios do professor práticas didático-pedagógicas orientação CTS-A reflection on the practice itself pre-service teacher challenges of the teacher STS-E guidance
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Setúbal. Escola Superior de Educação