Banca de DEFESA: Paula Elias de Sá

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Paula Elias de Sá
DATE: 20/09/2024
TIME: 14:00
LOCAL: Auditório Marçal de Oliveira Neto - Instituto de Química
TITLE:

Historical and Discursive Contexts of the Emergence of Natural Science Teaching Degrees: Research Notes

KEY WORDS:

Natural Sciences Teacher Education; teacher training; educational policies; Science teaching; discursive approach.

PAGES: 124
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation investigates the conditions that allowed for the emergence of Natural Sciences Teacher Education Programs (LCNs) in Brazil, considering the historical and educational factors that have driven this process, especially after the 2000s. The research addresses the problem of the shortage of qualified teachers for teaching Science in the final years of elementary education and the need for teacher education programs that integrate knowledge from different scientific disciplines. The objective is to analyze how educational policies and curriculum disputes influenced the creation and consolidation of LCNs as a response to the demands of the Brazilian educational scenario. Based on Michel Foucault's theories on discourse and power, the research employs a discursive approach to understand how educational discourses and policies have shaped teacher education and Science teaching in Brazil. The investigation covers the period from 1930 to 2000, highlighting historical milestones such as the introduction of the Science discipline into the curriculum in the 1930s and the emergence of the first LCNs in the 2000s. During this period, the Science discipline was taught by teachers with diverse academic backgrounds, creating challenges in aligning the teaching with curricular needs due to its integrative and interdisciplinary nature. The research reveals that various curriculum policies were implemented to adapt different programs to the Science discipline in response to the lack of qualified teachers. However, the integrative nature of the discipline made this process challenging, as existing programs did not fully meet its specific demands. The results indicate that the creation and consolidation of LCNs are directly related to changes in educational policies and new educational demands. The literature review shows that the development of these programs was driven by policies aimed at addressing the shortage of teachers and promoting integrative teaching, gaining visibility in the academic community. The analysis of the Pedagogical Course Projects (PPCs) of the first LCNs shows that these programs emerged to meet the urgent need for qualified Science teachers and were influenced by both legal and curricular guidelines and specific local needs, reflecting a hybridization of educational discourses and practices. The research concludes that the primary condition that enabled the emergence of LCNs was the constant shortage of Science teachers, combined with the demand for a teacher education program capable of addressing the integrative nature of the Science discipline.

COMMITTEE MEMBERS:
Presidente - 1528690 - ANDRE VITOR FERNANDES DOS SANTOS
Interno - 2544016 - DELANO MOODY SIMOES DA SILVA
Externa à Instituição - MARIA MARGARIDA PEREIRA DE LIMA GOMES - UFRJ
Interno - 3261681 - SAMUEL MOLINA SCHNORR