A mobilização de conhecimentos docentes para o ensino de Botânica: um estudo com base em depoimentos de professores da Educação Básica
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Data
2023-03-16
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Universidade Estadual Paulista (Unesp)
Resumo
Apesar de importante e relevante, ensinar botânica na Educação Básica ainda se apresenta como um desafio para muitos professores. Nesse contexto, compreender o conjunto de conhecimentos que os educadores possuem ou demandam é uma condição essencial para pensar reformulações, ou ainda a criação, de programas de formação inicial e continuada. Com base nisso, a presente dissertação teve como objetivo analisar a mobilização de conhecimentos docentes necessários ao ensino de botânica, a partir de depoimentos de professores de ciências e biologia atuantes na Educação Básica. Através da análise textual discursiva de entrevistas semiestruturadas, percebeu-se que os professores expressaram certa heterogeneidade de conhecimentos construídos e demandados entre si, junto a diferentes aspectos, fatores e condições que contribuem e prejudicam o ensino de botânica. Em relação aos fatores que contribuem e/ou aos conhecimentos mobilizados, é notável que o conhecimento pedagógico do conteúdo e o conhecimento do conteúdo específico são os mais frequentes, com falas abordando sugestões de metodologias, recursos e a familiaridade com diferentes aspectos do estudo dos vegetais. Já quando olhamos para os fatores que prejudicam e/ou aos conhecimentos demandados, o destaque está no conhecimento de contextos educacionais, o que pode corresponder a uma dificuldade expressiva que os professores possuem em superar obstáculos impostos pela realidade escolar e universitária, como é o caso da insuficiência estrutural da rede estadual pública de ensino.
Despite being important and relevant, teaching botany in Basic Education is still a challenge for many teachers. In this context, understanding the set of knowledge that educators possess or demand is an essential condition for thinking about reformulations, or even the creation of initial and continuing education programs. Based on this, the present dissertation aimed to analyze the mobilization of teaching knowledge necessary for teaching botany, based on spechees from science and biology teachers working in Basic Education. Through the discursive textual analysis of semistructured interviews, it was noticed that the teachers expressed a certain heterogeneity of knowledge constructed and demanded among themselves, together with different aspects, factors and conditions that contribute and hinder the teaching of botany. Regarding the contributing factors and/or mobilized knowledge, it is notable that pedagogical knowledge of the content and knowledge of the specific content are the most frequent, with speeches addressing suggestions of methodologies, resources and familiarity with different aspects of the study of plants. When we look at the factors that harm and/or the knowledge required, the emphasis is on knowledge of educational contexts, which may correspond to a significant difficulty that teachers have in overcoming obstacles imposed by school and university reality, as is the case the structural inadequacy of the public state education network
Despite being important and relevant, teaching botany in Basic Education is still a challenge for many teachers. In this context, understanding the set of knowledge that educators possess or demand is an essential condition for thinking about reformulations, or even the creation of initial and continuing education programs. Based on this, the present dissertation aimed to analyze the mobilization of teaching knowledge necessary for teaching botany, based on spechees from science and biology teachers working in Basic Education. Through the discursive textual analysis of semistructured interviews, it was noticed that the teachers expressed a certain heterogeneity of knowledge constructed and demanded among themselves, together with different aspects, factors and conditions that contribute and hinder the teaching of botany. Regarding the contributing factors and/or mobilized knowledge, it is notable that pedagogical knowledge of the content and knowledge of the specific content are the most frequent, with speeches addressing suggestions of methodologies, resources and familiarity with different aspects of the study of plants. When we look at the factors that harm and/or the knowledge required, the emphasis is on knowledge of educational contexts, which may correspond to a significant difficulty that teachers have in overcoming obstacles imposed by school and university reality, as is the case the structural inadequacy of the public state education network
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Formação de professores, Análise textual discursiva, Ensino superior, Ensino de ciências, Teacher training, Discursive textual analysis, Higher education, Science teaching