Banca de QUALIFICAÇÃO: ANDRÉ DOS SANTOS
Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.STUDENT : ANDRÉ DOS SANTOS
DATE: 26/07/2024
TIME: 14:00
LOCAL: Videoconferência Google Meet
TITLE:
KEY WORDS:
argumentation, interactions, questioning, science education
PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:
This thesis project for qualification aims to analyze the development of questioning and argumentation skills based on a problematizing question about environmental sustainability, articulating the use of interactive technologies, inspired by the ArguQuest software. In this sense, the use of these digital technological resources proposes to promote and systematize the student's capacities to produce discourses, questions, arguments, based on a problematizing question that generates a controversial discussion in the school environment. From the arguments and questions produced by the students, the cultural and metacognitive influences on the teaching and learning processes, linked to the students' experiences, will be analyzed, from the perspective of Leitão's (2001) reflexive argumentation. It is intended to understand from this study to what extent the use of DICT can be effective for the student's metacognitive development, especially with regard to the development of critical and reflective thinking about a concept or theme. On the other hand, the present research aims to stimulate the students' ability to formulate questions and elaborate arguments with a theoretical basis supported by a pragmatic epistemological pluralism. This is a qualitative ethnographic investigation, of exploratory and descriptive character, to be experienced with students of the 3rd year of high school of a public school of the state network of PE, which will be used techniques to collect data, through questionnaires, platforms (WIX, Padlet) in digital mode, application (WhatsApp) and through the discussions that are carried out in the classroom. The data in which students construct discourses and develop arguments will be analyzed from the perspective of Leitão's (2001) reflexive argumentation, other interactions that emerge in other moments of collaborative discussion will be used the analytical tool proposed by Mortimer and Scott (2002, 2003).
COMMITTEE MEMBERS:
Presidente - ***.128.744-** - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Interna - RUTH DO NASCIMENTO FIRME
Interna - VERONICA TAVARES SANTOS BATINGA
Externa à Instituição - MARCIA GORETTE LIMA DA SILA - UFRN