Banca de QUALIFICAÇÃO: Roseane Freitas Fernandes

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Roseane Freitas Fernandes
DATE: 31/08/2022
TIME: 14:00
LOCAL: tems
TITLE:

CTS Education in the Initial Training of Chemistry Teachers

KEY WORDS:

: STS Education; Teacher autonomy; Initial teacher training; Chemistry graduation.

PAGES: 154
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The perspective of STS Education has influenced the process of teacher training, increasingly requiring a more critical process of professional teacher training with an interdisciplinary and contextualized approach to knowledge in the face of the panorama of development of science and technology and its implications for society. In this context, investigations in the area of Science Teaching demonstrate the importance of building teacher autonomy for social transformation and emancipation. Therefore, this doctoral project aims to understand conceptions, challenges and possibilities presented in the discourses of professors who form the Degree in Chemistry in Brazilian public universities on the development of curricular practices in the critical perspective of STS Education. The central theoretical-methodological foundation is anchored in the critical educational perspective with articulation between the assumptions of educator Paulo Freire and STS Education in the Latin American context, in the face of a qualitative approach to research in the production and analysis of data. In order to obtain initial understandings about STS Education, in the context of the initial training of chemistry teachers, works from Brazilian theses and dissertations available on the electronic platforms of the Coordination for the Improvement of Higher Education Personnel/Capes and Brazilian Digital Library of Theses were analyzed. and Dissertations/BNDT, which allowed us to identify theoretical-methodological characteristics and emphases for teacher training in chemistry from the STS perspective. The results of this analysis pointed to three categories that express challenges and potentialities in the formation of chemistry teachers in the CTS perspective, related to (i) the development of conceptions about the CTS interrelationships and their insertion in the teaching of chemistry; (ii) the potential of the STS perspective in teacher education; and (iii) the curricular organization of the Degree in Chemistry. For an empirical analysis and greater understanding of the object of investigation, semi-structured interviews will be carried out with teacher trainers, who have the CTS as the object of their research. Data will be submitted to Discursive Textual Analysis/ATD. Furthermore, it is intended to analyze the Political Course Projects (PPC) of the Degree in Chemistry where the interviewed teachers work and the Discipline Plans taught by the interviewed teachers with a view to analyzing the assumptions and purposes of STS Education. From these previous studies, it is inferred that there is a need to reflect more on teaching practices and curricular organization in initial teacher training courses as a form of resistance to the dominant ideology and the opening of greater collective spaces for dialogue, debate and discussion. critical in order to enable the effective implementation of STS Education at all school levels.

BANKING MEMBERS:
Externo à Instituição - ÁLVARO CHRISPINO
Presidente - 3192412 - PATRICIA FERNANDES LOOTENS MACHADO
Interna - 002.325.970-14 - ROSELINE BEATRIZ STRIEDER - UFSC