Banca de QUALIFICAÇÃO: FRANCYANA PEREIRA DOS SANTOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : FRANCYANA PEREIRA DOS SANTOS
DATE: 31/05/2023
TIME: 14:30
LOCAL: Universidade Federal Rural de Pernambuco
TITLE:

Teaching knowledge built/mobilized by Chemistry teachers in the development of training itineraries in the area of natural sciences and its technologies: contributions of (auto)biographical narratives

KEY WORDS:

BNCC, New secondary education, training itineraries, Teacher knowledge, teacher training, (auto)biographical narratives

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

In Brazil, with the arrival of the Common National Curricular Base (BNCC) and Law 13.415/2017, the “New High School” was implemented, inseparably composed of General Basic Education (FGB) and Training Itineraries (IF). This set of changes is the target of several criticisms, among which we highlight the fact that male and female teachers did not have a “voice” or training to conduct the IF. In this sense, our hypothesis is that, when professors of Chemistry, with disciplinary training, are “invited” to teach the IF, they will build/mobilize teaching knowledge, in particular, experiential knowledge, and, therefore, therefore, they will find themselves in a teacher training process. A training process that consists of thinking about action, according to Nóvoa (2010). And for teachers to perceive themselves in this formative process, we highlight the (auto)biographical narratives, considering the concept of Narrative Reflexivity by Passeggi (2021, p. 93). Therefore, in this research project, we aim to analyze the teaching knowledge constructed/mobilized by Chemistry teachers, with disciplinary training, during their experience with FI in the area of Natural Sciences and its Technologies, through their (auto)biographical narratives. We will adopt a qualitative approach, presuppositions of (auto)biographical research, according to Passeggi et al (2011), and we will count on the participation of Chemistry teachers who work in schools in the State Network of Pernambuco. For the construction process of (auto)biographical narratives, we will adopt the steps proposed by Chiené (2010), namely: balance of learning (reconstitution of the formative experience through memory); the training narrative (orally telling the story experienced); narrative analysis (collective interpretation of the narrative); and the complements of meaning (return to interpretive discourses). For the analyses, we will adopt the metaphor of Reading the Three Times proposed by Souza (2004): Time I – pre-analysis and cross-reading; Time II – thematic reading and identification of thematic units; Time III – interpretive-comprehensive analysis.

COMMITTEE MEMBERS:
Presidente - RUTH DO NASCIMENTO FIRME
Interna - ***.128.744-** - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Externa ao Programa - 1227411 - GILVANEIDE FERREIRA DE OLIVEIRA - UFRPEExterna à Instituição - SIMONE MARIA DA ROCHA