Banca de DEFESA: ANDRESSA PACIFICO FRANCO QUEVEDO

DIDACTIC CHOREOGRAPHIES IN SCIENCE TEACHING IN THE PEDAGOGIST’S INITIAL TRAINING.

Initial training. Didactic Choreographies. Degree in Pedagogy. Science teaching.

The University, in its educational purposes, needs to be in line with more flexible curricular proposals and centered on the autonomous learning of students. For that, we refer to a teaching model that must be conceived under different levels, different contexts, content and controls and with different forms of learning: the didactic model of Didactic Choreographies. Therefore, it is a research whose object of study involves the formative process of a pedagogue for the teaching of Science under the analogy of the Didactic Choreographies Model - passing through its four components.Our general objective is to analyze the movements performed by the teacher trainer and the undergraduate students based on the elements of the Model of Didactic Choreographies in the curricular component Methodology for Teaching Learning of Natural Sciences I in the Degree in Pedagogy. And as specific objectives, they are presented by [i] describing how the anticipation of the teacher/choreographer occurs in the planning of his class in the curricular component of Methodology for Teaching and Learning of Natural Sciences I; [ii] analyze the staging of the contents and didactic strategies of the investigated curricular component, above all, identifying the base models of learning executed in the choreography proposed in the classroom scenario; and [iii] establish an understanding of the existing relationships between the teacher's expectations regarding the students' learning product and the learning product from the student's perspective. The research approach of this thesis is of a qualitative nature, at the same time that, in relation to the levels of research, it fits into the categorization of descriptive research. In terms of the means of carrying out the proposed investigation, it is categorized as field research. In the operationalization of this research, three investigative moments were systematized, namely: the first investigative moment was configured in the presentation of the results of the document analysis, allowing the approximation of the theoretical constructs produced from the references used with the detailing of the research field. The second investigative moment focused on efforts to observe the teacher's classes in the curricular component Teaching and Learning Methodology in Natural Sciences I. Finally, in the third investigative moment, we sought to use data collection techniques, as a group focal with undergraduate students in pedagogy; in addition to interviewing the professor and observing his classes. All data analyzes were substantiated by Content Analysis, proposed by Laurence Bardin.In the exploratory analysis of the documents, tension was identified in offering Science curriculum components with little time to develop the theme, taking into account the different areas of Natural Sciences in all their academic, epistemological and methodological implications. Our results clarify the movements of the Choreographer Teacher and student dancers in the anticipation stage, the movements performed by both in the staging stage, the approximation of the students' actions within the scope of the classroom scenario with the base models proposed by Oser and Baeriswyl (2001) and the movements that illustrate the dancers' learning products and the relationship with the Choreographer's expectations about this learning.