Banca de DEFESA: MIRELE CRUZ ALVES
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : MIRELE CRUZ ALVES
DATE: 25/02/2025
TIME: 09:00
LOCAL: Videoconferência Google Meet
TITLE:
KEY WORDS:
Teaching chemistry, Stories, Questioning, Pedagogical moments, Teacher training
PAGES: 164
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:
This study aims to investigate how the use of short stories in a workshop based on the Three Pedagogical Moments can provide opportunities for the development of a problem-based chemistry education. Problem-based education has dialogicity and a reflective nature as essential elements, characterized as a “cognitive act” that has as its starting point the social reality of students, demanding the overcoming of unilateral relationships between sender and receiver. To this end, we adopted a qualitative methodology for data recording and analysis. Data collection was carried out through questionnaires and the development of two workshops based on the Three Pedagogical Moments, with chemistry undergraduates and elementary school teachers from the Cariri region of Ceará, aiming at the production of short stories and the creation of lesson plans that contemplate this type of narrative. For the analysis, we used Bakhtin's theory of enunciation (2011) as a basis. The results show the concern of teachers and undergraduate students in proposing discussions that encompass environmental issues during the process of writing, rewriting, and using short stories in chemistry classes. The themes that served as a basis for the construction of the short stories were: environmental contamination, quality of life and health, and urban and social problems, which culminated in the production of five stories, the result of the process of thematic investigation and initial problematization. We observed that connections between literature and chemistry teaching can contribute to problematizing approaches in chemistry teaching, as they favor debates on subjects that go beyond scientific knowledge, such as reflections on sociocultural and environmental issues. It was possible to identify difficulties in developing teaching plans that encompass the use of short stories in their entirety. Thus, we reaffirm the need for initial and continuing education for chemistry teachers that seeks to explore the didactic potential that literature has as a way of fostering creativity, critical thinking, and a broad cultural formation of both teachers and students, in line with Paulo Freire's educational perspective. The data also point to the importance of didactic-pedagogical disciplines in initial training, as they provide support for future teachers to appropriate approaches that favor the problematization and contextualization of scientific concepts, in order to contribute to the development of students capable of making decisions based on society.
COMMITTEE MEMBERS:
Presidente - ***.128.744-** - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Interna - CARMEN ROSELAINE DE OLIVEIRA FARIAS
Externa à Instituição - MARLENE RIOS MELO - FURG