Metodologia da problematização no ensino de ciências: possibilidade para refletir sobre a prática docente
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Data
2019-02
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Strohschoen, Andreia Aparecida Guimarães
Marchi, Miriam Ines
Martins, Silvana Neumann
Maciel, Mônica Jachetti
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Resumo
A presente pesquisa está voltado para uma investigação do uso da metodologia da problematização no ensino de ciências, enquanto estratégia inovadora para o pensar reflexivo do professor e dos alunos, e teve como objetivo principal analisar o desenvolvimento da Metodologia da Problematização com uma turma do 7o ano no ensino de ciências. Para a fundamentação teórica, e melhor interpretação dos dados, tomou-se por base as ideias de Donald Schön, Paulo Reglus Neves Freire, Juan Ignácio Pozo, Miguel Angel Gomez Crespo, José Carlos Libâneo, dentre outros. Buscou-se identificar as implicações de uma prática pedagógica envolvendo
a metodologia da problematização sobre o desenvolvimento do pensar reflexivo do professor no ensino de ciências e de seus alunos. Nesse viés, a pesquisa configurou-se por uma abordagem qualitativa, com aproximações ao estudo de caso, dada a natureza particular do objeto em questão. A pesquisa foi desenvolvida em uma escola estadual do município de Juína/MT. Os participantes da pesquisa foram um professor que leciona ciências e sua turma de alunos do 7o ano do Ensino Fundamental. Como instrumentos de coleta de dados para análise destacam-se entrevistas com o professor participante da pesquisa (Inicial e Final), diário de bordo para anotações durante o momento dos estudos teóricos, planejamento das aulas e
da observação das aulas de ciências e um questionário ao final do processo com a turma de alunos. A metodologia da problematização com o Arco de Maguerez foi efetivada mediante um trabalho junto ao Posto de Saúde próximo da escola, no qual os alunos observaram as doenças causadas por microrganismos (vírus, bactérias, protozoários e fungos) de maior ocorrência na localidade, bem como mediante a busca de soluções por intermédio de um trabalho de conscientização quanto à prevenção dessas doenças. Os resultados evidenciaram a importância de uma prática reflexiva tanto por parte do professor quanto por parte dos alunos no que se refere à aplicabilidade do ensino de ciências à realidade. Nesse processo, a educação que se ensina nas escolas, nas salas de aula, deve estar em consonância com aspectos da vida e das experiências dos alunos enquanto indivíduos em uma sociedade de seres pensantes. É fundamental uma educação que ensine os estudantes a serem capazes de utilizar o conhecimento construído por eles próprios e a desenvolverem habilidades pertinentes para adequar tais conhecimentos a situações de problematização coerentes ao cotidiano, de maneira que estabeleçam relações entre o que aprendem e o que vivem.
The present research is directed to an investigation of the use of the methodology of problematization in the teaching of sciences as an innovative strategy for the reflexive thinking of the teacher and of the students and had as main objective to analyze the development of the Methodology of Problematization with a group of the 7th year in science teaching. For the theoretical basis, and better interpretation of the data, the ideas of Donald Schön, Paulo Reglus Neves Freire, Juan Ignacio Pozo, Miguel Angel Gomez Crespo, José Carlos Libâneo, among others, were taken into account. We sought to identify the implications of a pedagogical practice involving the methodology of problematization on the development of reflexive thinking in the teaching of science and its students. In this bias, the research was configured by a qualitative approach, with approximations to the case study, given the particular nature of the object in question. The research was developed in a state school in the municipality of Juína / MT. The research participants were a professor who teaches science and his class of 7th grade students. Data collection instruments for analysis include interviews with the researcher (Initial and Final), logbook for notes during the time of theoretical studies, planning of classes and observation of science classes, and a questionnaire to the process with the class of students. The methodology of the problematization with the Arch of Maguerez was carried out by means of a work close to the Health Post near the school, in which the students observed diseases caused by microrganisms (viruses, bacteria, protozoa and fungi) of greater occurrence in the locality, as well as through the search for solutions through a work of awareness on the prevention of these diseases. The results evidenced the importance of a reflective practice both on the part of the teacher and on the part of the students regarding the applicability of science teaching to reality. In this process, education that is taught in schools, in classrooms, should be in line with aspects of the lives and experiences of students as individuals in a society of thinking beings. An education that teaches students to be able to use the knowledge constructed by themselves and to develop relevant skills to adapt such knowledge to problematic situations consistent with everyday life is essential so that they establish relationships between what they learn and what they live.
The present research is directed to an investigation of the use of the methodology of problematization in the teaching of sciences as an innovative strategy for the reflexive thinking of the teacher and of the students and had as main objective to analyze the development of the Methodology of Problematization with a group of the 7th year in science teaching. For the theoretical basis, and better interpretation of the data, the ideas of Donald Schön, Paulo Reglus Neves Freire, Juan Ignacio Pozo, Miguel Angel Gomez Crespo, José Carlos Libâneo, among others, were taken into account. We sought to identify the implications of a pedagogical practice involving the methodology of problematization on the development of reflexive thinking in the teaching of science and its students. In this bias, the research was configured by a qualitative approach, with approximations to the case study, given the particular nature of the object in question. The research was developed in a state school in the municipality of Juína / MT. The research participants were a professor who teaches science and his class of 7th grade students. Data collection instruments for analysis include interviews with the researcher (Initial and Final), logbook for notes during the time of theoretical studies, planning of classes and observation of science classes, and a questionnaire to the process with the class of students. The methodology of the problematization with the Arch of Maguerez was carried out by means of a work close to the Health Post near the school, in which the students observed diseases caused by microrganisms (viruses, bacteria, protozoa and fungi) of greater occurrence in the locality, as well as through the search for solutions through a work of awareness on the prevention of these diseases. The results evidenced the importance of a reflective practice both on the part of the teacher and on the part of the students regarding the applicability of science teaching to reality. In this process, education that is taught in schools, in classrooms, should be in line with aspects of the lives and experiences of students as individuals in a society of thinking beings. An education that teaches students to be able to use the knowledge constructed by themselves and to develop relevant skills to adapt such knowledge to problematic situations consistent with everyday life is essential so that they establish relationships between what they learn and what they live.
Descrição
Palavras-chave
Ensino de Ciências; Ensino Fundamental; Problematização; Teaching of Sciences; Elementary School; Problematization
Citação
BERNARDO, Priscila Tavares Oliveira. Metodologia da problematização no ensino de ciências: possibilidade para refletir sobre a prática docente. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 27 fev. 2019. Disponível em: http://hdl.handle.net/10737/2526.