Banca de DEFESA: JOÃO PEDRO DE ALMEIDA DIAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOÃO PEDRO DE ALMEIDA DIAS
DATE: 18/12/2024
TIME: 09:30
LOCAL: UFRPE
TITLE:

SCIENTIFIC SCHOOL PROJECTS IN ELEMENTARY SCHOOL: A PHENOMENOLOGICAL APPROACH TO MEANINGS ATTRIBUTED TO RESEARCH AND WRITING IN SCIENCE

KEY WORDS:

Writing, Science Literacy, School Projects

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

This research focused on investigating scientific writing in school projects within the context of basic education, particularly in the subject of Science. Guided by the perspective of Scientific Literacy, the research aimed to understand how the act of "writing science" impacts students and teachers involved in Scientific School Projects (in English SSP). It proposes to answer the question: How is the act of "writing science" situated within scientific school projects and how does it affect the teaching perspective? To justify this research problem, we rely on a historical analysis of science education in Brazil, highlighting the field's late development due to socio-political and economic factors. The concept of SL is seen here as a means of integrating students into the scientific culture, helping them understand and apply scientific knowledge in their daily lives. Writing, in turn, is viewed as a fundamental practice for scientific enculturation, promoting autonomy, authorship, and mastery of scientific language. However, it should be made clear that the focus here is not on what is written/produced, but on how activities like these impact teachers' lives and consequently the students. To this end, a qualitative approach based on phenomenology, as proposed by Edmund Husserl, was adopted. Survey questionnaires and interviews were conducted with administrators and teachers at a municipal school in the fictitious municipality called "Pedra Branca," located in the Metropolitan Region of Recife. The data were organized into 182 meaning units and categorized for analysis. Phenomenology was chosen to explore the participants' subjective experiences and highlight the meanings attributed to the practice of scientific writing in SSP. The results show that SSP have significant impacts on both teachers and students. Teachers report that the projects strengthen students' critical thinking, autonomy, and text organization skills, but also point to challenges, such as students' difficulty in articulating ideas in a structured way and the impact of these projects on their lives. Among the interviewed teachers, perspectives differ: while Science teachers emphasize methodological aspects, the Portuguese Language teacher prioritizes textual construction. The data indicate that the practice of SSP contributes to more effective scientific enculturation, although gaps still exist in the initial and continuing education of teachers.

COMMITTEE MEMBERS:
Presidente - CARMEN ROSELAINE DE OLIVEIRA FARIAS
Interna - ANA MARIA DOS ANJOS CARNEIRO LEAO
Externa ao Programa - 1784752 - MARIA APARECIDA TENORIO SALVADOR - UFRPE