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Previous issue date: 2017-08-14 === A forma??o para cidadania e a tomada de decis?o respons?vel no meio social s?o objetivos
importantes para o processo educacional. A abordagem CTS e o ensino investigativo
mostram-se essenciais para o desenvolvimento de habilidades e valores necess?rios para o
alcance de objetivos t?o nobres e, por isso, se destacam como um caminho para o letramento
cient?fico. A partir das hip?teses: (i) Os docentes apresentam dificuldades em elaborar
propostas de ensino dentro da abordagem CTS por n?o compreenderem os pressupostos
te?ricos, dificultando a incorpora??o dessa abordagem na pr?tica pedag?gica; (ii) O modelo
de curso de forma??o oferecido aos professores n?o promove, significativamente, a
apropria??o e autonomia necess?ria para incorpora??o da pr?tica da abordagem CTS no
planejamento curricular; e (iii) O uso associado de abordagem CTS e investigativa ? eficaz
para promover o letramento cient?fico dos alunos. Objetivou-se avaliar como um grupo de
professores de Biologia em Natal-RN compreende e aplica a abordagem CTS e investigativa
no sentido de favorecer o letramento cient?fico dos estudantes do ensino m?dio. E propor
como produto educacional, uma sequ?ncia investigativa com enfoque CTS para o ensino de
ecologia com o intuito de averiguar a potencialidade do ensino CTS e investigativo para o
letramento cient?fico e contribuir com a forma??o de professores para potencializar essa
pr?tica. Os dados foram constru?dos a partir de instrumentos: question?rio explorat?rio e
entrevista e sequ?ncia de ensino investigativa na perspectiva CTS sobre conte?dos de
ecologia. Este ?ltimo foi elaborado e aplicado para alunos da primeira s?rie de ensino m?dio.
Na an?lise dos dados h? ind?cios de que muitos professores apresentam uma vis?o limitada,
pra n?o dizer, err?nea acerca do letramento cient?fico. Percebeu-se, que os docentes n?o
compreendem, totalmente, o sentido desta terminologia, embora, apontem conhecer elementos
intr?nsecos ? mesma. Complementando a resposta, foi evidenciado que o enfoque CTS ?
entendido pela maior parte dos docentes, por uma vis?o estreitada na aplicabilidade do
conhecimento cient?fico e, na intera??o entre C-T-S. Ademais, evidenciou-se que os cursos de
forma??o continuada ofertados pouco t?m contribuindo para supera??o das ideias
supracitadas, tornando-as obst?culos que dificultam a efetiva implementa??o da abordagem
CTS e o desenvolvimento do letramento cient?fico dos discentes. Os dados obtidos a partir da
aplica??o da sequ?ncia de ensino revelaram a importante contribui??o das abordagens CTS e
investigativa no desenvolvimento de compet?ncias e habilidades essenciais para o letramento
cient?fico. Observou-se nas respostas dos alunos, a aquisi??o de voc?bulos cient?ficos para
uso social, atitudes que envolvem a tomada de decis?o respons?vel abrangente ?s
problem?ticas ambientais, e desenvolvimento de pensamento cr?tico pelos alunos. === The formation for citizenship and a responsible decision-making in a social environment is
not important goals for the educational process. The CTS approach and an investigative
teaching are essential for the development of skills and values needed to achieve such noble
goals to stand out in a scientific literacy. From the hypotheses: (i) teachers have shown
difficulties in elaborating teaching proposals in this CTS approach for not understanding the
theoretical assumptions, making difficult to incorporate the approach in pedagogical practice;
(ii) The training model course offered to the teachers does not promote the appropriation and
autonomy needed for the implementation of the CTS approach in a curricular planning; and
(iii) The associated use of the CTS approach is efficient to promote the literacy in scientific
text to students. The main goal was to evaluate how a group of Biology teachers in Natal-RN
understands and applies the CTS approach in favor of the scientific literacy with high school
students. In addition, propose as educational product, an investigative sequence with a CTS
approach focused to ecology teaching in order to ascertain the potential of CTS teaching and
research for the scientific literacy and to contribute with teachers training to potentialize this
practice. The data were created from instruments such as: exploratory questionnaire, interview
and sequence of research teaching in the CTS perspective on ecology contents. The last one
was developed and applied to students in the first year of high school. There are indications,
in the analysis of the data, that many teachers present a limited, if not, misleading, view of
scientific literacy. It was noticed, that the teachers do not fully understand the meaning of this
terminology, although, they point out to know elements intrinsic to it. Complementing the
answer, it was evidenced that the CTS approach is understood by most teachers, in a narrow
view of the scientific knowledge applicability and in the interaction between C-T-S. In
addition, it was evidenced that the courses of continuous training offered have little to
contribute to overcome the ideas listed before, which make them obstacles that difficult the
effective implementation of the CTS approach and the development of students' scientific
literacy. The data obtained from the application of the teaching sequence revealed an
important contribution of the CTS approach in the development of skills and essential abilities
for scientific literacy. It was noticed in the students' answers the acquisition of scientific terms
for social use, attitudes that involve responsible decision-making related to environmental
problems and the development of critical thinking by students.
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