Estudo, planejamento e socialização do uso de textos de divulgação científica no Ensino de Ciências com um grupo de professores em formação

Abstract

This dissertation has as its central focus the collective study of Scientific Dissemination Texts (SDT) in a context of teacher of the área of Natural Sciences training. The theoretical dialogue contemplates aspects of Science Dissemination (SC) with attention to SDT and Teacher Training focused on Science Teaching. The objective is to understand what is shown about the use of SDT as a pedagogical tool for a collective of teachers in different stages of formation. For this, we carried out a phenomenological-hermeneutic research based on Discursive Textual Analysis (DTA). The research was carried out in two stages, in the first of which we carried out a bibliographical review in the Brazilian Digital Library of Theses and Dissertations and we sought to fulfill our first specific objective of identifying how the use of SDT has been contemplated along with Teacher Training of the area of Natural Sciences. In this way, six works were analyzed in the light of DTA and with that we reached the final category: understanding the use of SDT as a teaching knowledge to be learned. The category that comprises our metatext points to the use of SDT in the initial training of teachers of the Natural Sciences area, in order to enhance the understanding of this instrument as a Pedagogical Content Knowledge (PCK), and also showed us a need for expansion training spaces that discuss the SDT and its potential as a pedagogical tool. In the second stage of the research, we propose and carry out training meetings for collective planning on the use of SDT with teachers participating in a SDT reading group. In the meetings, we contemplate from knowledge about SDT (sources, characteristics), SDT mapping, planning the use of SDT for Science Teaching and socialization of the activity carried out in the classroom. The meetings were held online by a virtual meeting platform and through the same platform the meetings were recorded and later transcribed. With the empirical material of the second meeting referring to the mapping movement and its socialization, we contemplate the second specific objective, which consists of understanding which knowledge of teachers of Natural Sciences area is shown during a formative process of SDT mapping, and In the light of DTA we gained a new understanding of the observed phenomena. This understanding discussed in our metatext points out that the teacher's choices are characterized as knowledge for teaching. Since the choices range from the pedagogical instrument, the teacher's position and the content to be addressed. In addition, the promoted interactions demonstrated the potential and challenge of planning a SDT reading strategy for use in the classroom. In our third chapter, we seek to understand the knowledge mobilized in planning about the use of SDT in Science Teaching. Under the light of SDT, we came to the understanding that the collective planning movement mobilizes teaching knowledge and this interaction showed us the final category: Pedagogical Content Knowledge. In this way, we answer the question that guided our research: What is this that is shown about the use of SDT as a pedagogical tool in Science Teaching for a collective of teachers?