História da ciência: contributos para (re)pensar a formação de professores de ciências e biologia
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2016-09-13
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Universidade Federal de Goiás
Resumo
The insertion of Science’s History (HC) in the Biology/Science teaching has been broadly
discussed in the literature for the past decades. Such discussions happen especially
because of the observations in a Science/Biology teaching, disassociated from its historical
and philosophical parameters that are presented, just the products of the scientific research
not being considered the methods and problems from the construction and development of
the scientific knowledge. For that discussion to reach basic education, it is necessary to
consider the formation of teachers inasmuch the locus of its insertion. Likewise, we wonder:
which would be the possibilities of an initial formation that considers an approach based in
the Science and Biology’s History (HCB)? Are there elements that indicated the insertion of
HCB in the teaching course of Biological Science in University Federal of Goiás (UFG)? Do
the subjects of specific biological knowledge (reference science) present aspects related to
HCB? How do teacher trainers understand the historical construction of his/her science and
how do they realize the insertion of these elements in their classes? Based on these
questionings, the objective of this research was to comprehend how the insertion of the
discussions related to HCB in the training of future Biological Science teachers happens (or
not). For that, the methodological path was developed in two moments. The first was
characterized as a documental analysis of the Political Project of the Course and of the
Teaching Planning from 19 specific subjects of biological knowledge. The second one is
characterized by a research with the subjects (teacher trainers) with the application of a
questionnaire based on the structure Views On Science-Technology-Society (VOSTS). The
analysis of the two moments was made from an adaption of Content Analysis proposed by
Bardin (2011). The first analyzed document, the course’s PCC, does not present elements
that are related to the HC approach in the formation. However, thirteen teaching plans out of
nineteen that were analyzed presented such elements. Out of this total, ten are related to the
evolution process (in a biological perspective) and three to the contextual aspects
(considering the social historical context of the scientific production). In relation to the teacher
trainers, from twenty one of the inserted in the teaching course of Biological Sciences of
UFG, eight chose to join the research. From this total, seven trainers realized the importance
of the HCB elements and realized the insertion of those in their classes. However, only the
insertion of these elements do not characterize as a fundamental factor for building a more
adequate vision regarding scientific work. It is needed that the trainer appropriates from the
history of his/her knowledge field understanding the importance of a scientific formation in
which social, ethical, technological and political relations are realized as important elements
for the building and thinking for the Science itself. In that sense, with a training that reaches
the insertion of discussions regarding HCB, the future professor can find elements that allow
the building of a more adequate vision about Science, just as a more human scientific
training.
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BAPTISTA, L. V. História da ciência: contributos para (re)pensar a formação de professores de ciências e biologia. 2016. 176 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.