Investigação temática freireana e uso de fala significativa no ensino de ciências: formação de professores licenciados em Educação do Campo

Glaucia Sousa Moreno

doi:10.20873/uft.rbec.e6432

Investigation of the freireana thematic and the use of significant speech on teaching sciences: training of teachers graduated in Rural Education

Auteurs-es

Glaucia Sousa Moreno Universidade Federal do Sul e Sudeste do Pará - UNIFESSPA https://orcid.org/0000-0003-1375-6985

DOI :

https://doi.org/10.20873/uft.rbec.e6432

Résumé

ABSTRACT. This essay aims to carry out the Freireana Thematic research process (Freire, 1987), through the use of significant speech "I prefer to work outside the field and buy food, than plant, because it spends a lot to produce and has a pest" to obtain the generating theme in the context of a training of teachers of natural sciences, graduates with Degree in Field Education (LEDoC). The speech was obtained during the thematic research process provided by the Community Time (TC) survey, which took place in the Antônio Conselheiro settlement located in the municipality of Tangará da Serra in the state of Mato Grosso in 2015. As a methodology, the four initial stages of the Freirean Thematic Approach (Delizoicov, Angotti & Pernambuco, 2002), to support the structuring of this research. As results, we can highlight the possibility of the graduates of the course of LEDoC to experience the interdisciplinary work through the Freireana pedagogical praxis, made available by the definition of the generating theme and selection of contents structured through unifying concepts thought from the social contradictions identified in the researched settlement, while the selection of science content took place via three questions: What to teach? Who can teach? Why teach?

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Biographie de l'auteur-e

Glaucia Sousa Moreno, Universidade Federal do Sul e Sudeste do Pará - UNIFESSPA

Engenheira Agrônoma pela Universidade Federal do Pará (2008) e Mestre em Agriculturas Familiares e Desenvolvimento Sustentável pela Universidade Federal do Pará/Empresa Brasileira de Pesquisa Agropecuária - Amazônia Oriental/EMBRAPA (2011), Doutoranda em Educação Científica e Tecnológica na UFSC 2017 a 2021. Docente Efetiva do curso de Licenciatura em Educação do Campo - UNIFESSPA, atua na área de ensino ciências.

Références

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Delizoicov, D., Angotti, J. A., & Pernambuco, M. M. C. A. (2002). Ensino de Ciências: fundamentos e métodos. São Paulo: Cortez.

Freire, P. (1987). Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra.

Loureiro, C. F. B. (2012). Sustentabilidade e educação: um olhar de ecologia política. São Paulo: Cortez.

Ramos, M. B., & Silva, H. C. (2007). Para Pensar as Controvérsias Científicas em aulas de Ciências. Revista Ciência & Ensino, (1), 1-16.

Silva, A. F. G. (2004). A construção do currículo na perspectiva popular crítica: das falas significativas às práticas contextualizadas (Tese de Doutorado). Pontifícia Universidade Católica de São Paulo, São Paulo.

Silva T. V., Queiroz, T. M., & Galvanin, E. S. (2017). Uso da terra no assentamento Antônio Conselheiro no estado de Mato Grosso. Revista o Espaço Geográfico em Análise, (40), 35-44. http://dx.doi.org/10.5380/raega.v40i0.44413

Souza, A. G., & Brick, E. M. (2017). Ensino de Ciências da Natureza e Matemática a partir da realidade do Assentamento Antônio Conselheiro, Tangará da Serra/MT: reflexões sobre uma prática de Educação do Campo inspirada na perspectiva freiriana. In M. C. Molina. (Org). Licenciaturas em Educação do Campo e o ensino de Ciências Naturais: desafios à promoção do trabalho docente interdisciplinar - Volume II (pp. 25-76). Brasília: NEAD.

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Publié-e

2020-07-29

Comment citer

Moreno, G. S. (2020). Investigation of the freireana thematic and the use of significant speech on teaching sciences: training of teachers graduated in Rural Education. Brazilian Journal of Rural Education, 5, e6432. https://doi.org/10.20873/uft.rbec.e6432

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Numéro

Vol. 5 (2020): Publicação Contínua / Continuous Publication

Rubrique

Essays

Licence

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