Banca de DEFESA: Luciana Pires Medeiros

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Luciana Pires Medeiros
DATE: 14/07/2023
TIME: 14:30
LOCAL: Sala de Seminários do DEQ - Instituto de Química
TITLE:

INCLUSIVE FOOD AND THE PERCEPTIONS OF BASIC EDUCATION SCIENCE TEACHERS: A PROPOSAL FOR CONTINUING FORMATION

KEY WORDS:

Teacher formation; Inclusive Food; Science teaching; Special Dietary Needs

PAGES: 92
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The theme of food with a focus on “Special Food Needs” (NAE) and its relationships with the training of Science teachers in the early and final years is still little explored in the literature on Science Education. However, it is possible to perceive that the Science teacher has an important role in carrying out pedagogical actions that allow food choices capable of promoting health and quality of life. Therefore, the main objective of this dissertation was to identify the perceptions of Basic Education teachers about “Food Inclusion” and carry out a proposal for continuing education to address this theme in a school with teachers from the Early Years. The phases of this work were organized into bibliographic surveys on Inclusive Education, the main legislation and historical milestones that support it and how they are articulated with Inclusive Food and Science Education. It was also researched how the literature on Science teaching has addressed the formation of Science teachers in relation to the theme of Inclusive Food at school. The methodology was qualitative and data collection was organized in two steps: -1. Firstly, using a questionnaire as a research tool, available on the Google Forms platform, we sought to know the conceptions of Natural Sciences teachers of the Final Years of Elementary School about restrictions and/or adverse reactions to food and was answered by nine teachers; 2- In the second stage, a Conversation Circle was held, as a research instrument, during a pedagogical workshop of face-to-face extension in a public school in the Federal District, as a proposal for continuing education. This workshop had the participation of twelve teachers from the Early Years of Elementary School and addressed the content on NAE, in addition to providing a culinary practice with inclusive recipes. Data were analyzed based on Content Analysis. The results of the questionnaires showed that teachers understand the importance of discussing adverse reactions and food restrictions in Science classes, however, some do not feel prepared to include this subject in their classes, as they are not familiar with the subject. It was observed that the majority claimed to have knowledge on the subject, due to family contexts. The pedagogical extension workshop for Early Years teachers collaborated to create a space for dialogue that would provide a didactic approach on NAE in the school context and the rights of students inserted in this food reality. I believe that the greatest contribution of this training was to problematize the issue of food inclusion and awaken the teacher's interest in this issue that can be presented not only in their classes, but also in their social experiences. Thus, I understand that it is necessary to encourage discussions about teacher training based on the theme of food in order to perceive it as multidimensional, so that pedagogical practices are carried out in a more conscious and inclusive way.

COMMITTEE MEMBERS:
Interna - 2338437 - ANA JULIA LEMOS ALVES PEDREIRA
Interno - 1528690 - ANDRE VITOR FERNANDES DOS SANTOS
Presidente - 1525511 - JEANE CRISTINA GOMES ROTTA
Externa à Instituição - SUELI DA SILVA COSTA - IFB