Os efeitos de sentido no processo formativo docente em Astronomia para os anos iniciais do Ensino Fundamental com base na estratégia de ensino: O Diário do Céu
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2022-08-22
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Universidade Estadual Paulista (Unesp)
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Com vistas às ações que contemplem a formação continuada de professores e os saberes relacionados ao ensino de Astronomia, esta pesquisa teve como objetivo analisar a relevância de um curso de formação continuada de professores para o ensino de Astronomia, intitulado, O Diário do Céu – Introdução à Didática da Astronomia para professores da Educação Básica. O curso foi oferecido durante o ano de 2019, a um grupo de docentes em exercício nos anos iniciais do Ensino Fundamental, da Educação Básica, de unidades escolares vinculadas à Secretaria Municipal de Educação (SME), da cidade de Bauru (SP), Brasil, integrando uma entre outras ações internacionais de pesquisa colaborativa em Ensino de Ciências, do Grupo de Pesquisa em Ensino de Ciências (GPEC), coordenado pelo Prof. Dr. Roberto Nardi, da Faculdade de Ciências, da UNESP, Câmpus de Bauru (SP), Brasil, desenvolvida em parceria com o Gruppo di Ricerca sulla Pedagogia del Cielo, do Movimento di Cooperazione Educativa (MCE), coordenado pela professora italiana Nicoletta Lanciano, da Universitá “La Sapienza” di Roma, Itália. Tendo como foco a pesquisa didática em Astronomia, a constituição dos dados deste estudo partiu da análise do Currículo Comum do Ensino Fundamental do Município de Bauru, que integra a Rede Municipal de Ensino de São Paulo, articulando os fundamentos teóricos, metodológicos, os conteúdos interdisciplinares e o currículo das áreas de conhecimento que subsidiam esta pesquisa. A análise dos referidos dados, com base nos preceitos da Análise de Discurso pecheutiana, partiu da materialidade discursiva do grupo de docentes em resposta a seguinte questão de pesquisa: quais os efeitos de sentido suscitados nos discursos de docentes dos anos iniciais do Ensino Fundamental, da rede pública municipal de ensino de Bauru, participantes de um curso de formação continuada em Astronomia Introdutória, baseado na estratégia de ensino “O Diário do Céu”? Desta forma, dentre os resultados alcançados, destacam-se a necessidade de formações constantes voltadas aos docentes polivalentes que lecionam conteúdos ligados à Astronomia e áreas afins, favorecendo o domínio da linguagem matemática e daquelas específicas das Ciências da Natureza. Por isso, cursos de formação docente devem privilegiar construções de espaços colaborativos de ensino, valorizando diálogos e participação ativa dos envolvidos; corroborando ações didático-pedagógicas inovadoras e significativas a alunos e professores, reforçando a tese de ensino aberto à modificações e à construção de projetos políticos pedagógicos capazes de sustentar processos educativos qualitativamente superiores.
With a view to actions that contemplate the continuing education of teachers and the knowledge related to the teaching of Astronomy, this research aimed to analyze the relevance of a continuing education course for teachers for the teaching of Astronomy, entitled, The Sky Diary – Introduction to Astronomy Didactics for Basic Education teachers. The course was offered during 2019 to a group of teachers working in the early years of Elementary School, Basic Education, from school units linked to the Municipal Department of Education (SME), in the city of Bauru (SP), Brazil , integrating one among other international collaborative research actions in Science Teaching, of the Research Group in Science Teaching (GPEC), coordinated by Prof. Dr. Roberto Nardi, from the Faculty of Sciences, UNESP, Câmpus de Bauru (SP), Brazil, developed in partnership with the Gruppo di Ricerca sulla Pedagogia del Cielo, from the Movimento di Cooperazione Educativa (MCE), coordinated by the Italian professor Nicoletta Lanciano, from the University “La Sapienza” in Rome, Italy. Focusing on didactic research in Astronomy, the constitution of the data of this study came from the analysis of the Common Curriculum of Elementary School of the Municipality of Bauru, which integrates the Municipal Education Network of São Paulo, articulating the theoretical, methodological foundations, the interdisciplinary contents and the curriculum of the areas of knowledge that support this research. The analysis of these data, based on the precepts of Pecheut's Discourse Analysis, started from the discursive materiality of the group of professors in response to the following research question: What are the meaning effects raised in the speeches of teachers from the early years of Elementary School, from the municipal public education network of Bauru, participants of a continuing education course in Introductory Astronomy, based on the teaching strategy “the sky diary? Thus, among the results achieved, we highlight the need for constant training aimed at multipurpose teachers who teach contents related to Astronomy and related areas; favoring the mastery of mathematical language and those specific to the Natural Sciences. Therefore, teacher training courses should favor the construction of collaborative teaching spaces, valuing dialogues and active participation of those involved; corroborating innovative and significant didactic-pedagogical actions for students and teachers, reinforcing the thesis of teaching open to changes and the construction of pedagogical political projects capable of sustaining qualitatively superior educational processes.
With a view to actions that contemplate the continuing education of teachers and the knowledge related to the teaching of Astronomy, this research aimed to analyze the relevance of a continuing education course for teachers for the teaching of Astronomy, entitled, The Sky Diary – Introduction to Astronomy Didactics for Basic Education teachers. The course was offered during 2019 to a group of teachers working in the early years of Elementary School, Basic Education, from school units linked to the Municipal Department of Education (SME), in the city of Bauru (SP), Brazil , integrating one among other international collaborative research actions in Science Teaching, of the Research Group in Science Teaching (GPEC), coordinated by Prof. Dr. Roberto Nardi, from the Faculty of Sciences, UNESP, Câmpus de Bauru (SP), Brazil, developed in partnership with the Gruppo di Ricerca sulla Pedagogia del Cielo, from the Movimento di Cooperazione Educativa (MCE), coordinated by the Italian professor Nicoletta Lanciano, from the University “La Sapienza” in Rome, Italy. Focusing on didactic research in Astronomy, the constitution of the data of this study came from the analysis of the Common Curriculum of Elementary School of the Municipality of Bauru, which integrates the Municipal Education Network of São Paulo, articulating the theoretical, methodological foundations, the interdisciplinary contents and the curriculum of the areas of knowledge that support this research. The analysis of these data, based on the precepts of Pecheut's Discourse Analysis, started from the discursive materiality of the group of professors in response to the following research question: What are the meaning effects raised in the speeches of teachers from the early years of Elementary School, from the municipal public education network of Bauru, participants of a continuing education course in Introductory Astronomy, based on the teaching strategy “the sky diary? Thus, among the results achieved, we highlight the need for constant training aimed at multipurpose teachers who teach contents related to Astronomy and related areas; favoring the mastery of mathematical language and those specific to the Natural Sciences. Therefore, teacher training courses should favor the construction of collaborative teaching spaces, valuing dialogues and active participation of those involved; corroborating innovative and significant didactic-pedagogical actions for students and teachers, reinforcing the thesis of teaching open to changes and the construction of pedagogical political projects capable of sustaining qualitatively superior educational processes.
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Formação de professores em Ensino de Ciências, Ensino de Astronomia, O Diário do Céu, Análise do Discurso, Teacher training in Science Teaching, Teaching Astronomy, The Sky Diary, Discourse Analysis