Planejamento para o uso de analogias no ensino: reflexões de professores de Ciências e Biologia em um contexto de formação continuada colaborativa
Carregando...
Data
2020-02-17
Autores
Almeida, Hederson Aparecido de
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
As analogias são recursos que auxiliam o ensino de conceitos científicos, pois facilitam a transferência de significados de um conceito conhecido para um conceito desconhecido. No entanto, diversos obstáculos para a aprendizagem surgem quando são pronunciadas espontaneamente pelos professores. Assim, o planejamento para o seu uso é essencial, sendo estimulado quando os professores refletem sobre a sua prática em contextos formativos colaborativos. A temática da pesquisa envolveu a formação continuada de professores como práticos-reflexivos e a formação colaborativa. Buscou-se compreender e discutir os desafios e as possibilidades de inserção das analogias no planejamento de ensino de professores de Ciências e Biologia, quando eles refletem e planejam usá-las em um contexto de formação continuada. A abordagem da pesquisa foi qualitativa e as participantes três professoras das disciplinas supracitadas. A coleta de dados foi dividida em cinco etapas: 1) desenvolvimento de um curso sobre o uso de analogias; 2) planejamento de uma aula com o uso desse recurso; 3) implementação da aula; 4) entrevista semiestruturada e 5) discussão em grupo. Todas as etapas foram gravadas em áudio. As fases 1 e 5 foram realizadas com todas as participantes reunidas, e as fases 2, 3 e 4 realizadas individualmente com cada professora e a presença do pesquisador. O referencial analítico adotado foi a análise textual discursiva. Para a 1ª etapa foram geradas oito categorias acerca dos significados que as participantes atribuem às analogias e ao seu papel no ensino. Os resultados apontam que as participantes usam esse recurso de modo natural, sem nenhum tipo de planejamento prévio. Para a 2ª, 3ª e 4ª etapas, quatro categorias foram elaboradas. As professoras ficaram ansiosas quanto à efetivação da aula, ora relacionadas ao comportamento dos alunos e ao tempo previsto para a sua realização, ora às expectativas geradas sobre a avaliação do pesquisador. Para a 5ª etapa três categorias foram elaboradas. As participantes indicaram as dificuldades para inserção das analogias no planejamento didático, algumas relacionadas às características pessoais, outras às condições do trabalho docente, como a falta de formação específica. Foi possível perceber um movimento de reflexão sobre a prática com analogias à medida que as professoras participavam do curso, o qual possibilitou que emitissem opiniões e que participassem ativamente da própria formação. Conclui-se que o planejamento didático para o uso das analogias não é um processo natural, pois precisa de um constante estímulo e de uma formação específica. A superação da espontaneidade não ocorre a curto ou a médio prazo. Os processos formativos pautados na reflexão e na colaboração contribuem para tal superação, desde que os professores sejam estimulados a refletirem sobre a sua atuação e as condições de seu trabalho para que a inserção das analogias, no planejamento didático, aconteça conscientemente.
Analogies are resources that assist the teaching of scientific concepts, since they facilitate the transfer of meanings from a known concept to an unknown concept. However, several obstacles to learning arise when analogies are pronounced spontaneously by teachers. Therefore, the planning for its use is essential, and it is encouraged when teachers reflect on their practice in collaborative formative contexts. The theme of the research involved the continued teacher training as practical-reflective agents and the collaborative training. We sought to understand and discuss the challenges and possibilities of the insertion of analogies in the didactic planning of Science and Biology teachers, when they reflect and plan to use them in a continuing teacher training context. The research approach was qualitative, and the participants were three female teachers of the abovementioned subjects. Data gathering was divided into five stages: 1) development of a training course on the use of analogies; 2) planning of a class using this resource; 3) application of the planned class; 4) semi-structured interview and 5) group discussion. All stages were recorded in audio. Stages 1 and 5 were executed with all participants gathered, and phases 2, 3 and 4 were executed with each participant individually with the presence of the researcher. The adopted analytical framework was the discursive textual analysis. For the 1st stage, eight categories were generated on the meanings that the participants attribute to analogies and their role in teaching practice. Results indicate that the participants use this resource in a spontaneous way, without any kind of prior planning. For the 2nd, 3rd and 4th stages, four categories were elaborated. The teachers were anxious about the application of the planned class, sometimes related to the students’ behavior and the expected time to apply it, sometimes related to the expectations about the researcher’s evaluation. For the 5th stage, three categories were elaborated. The participants indicated the difficulties on the insertion of analogies in the educational planning, some related to personal characteristics, others related to work conditions such as the lack of specific training. As the teachers participated in the course, it was possible to perceive a reflective movement about their teaching practice with analogies, which allowed them to issue opinions and to actively participate in their own training. We concluded that educational planning for the use of analogies is not a natural process, since it needs a constant incentive and a specific formation. Overcoming spontaneity does not occur in the short or medium term. The formative processes based on reflection and collaboration contribute to this overcoming, provided that teachers are encouraged to reflect on their performance and on their work conditions so that the insertion of analogies, in didactic planning, happen consciously
Analogies are resources that assist the teaching of scientific concepts, since they facilitate the transfer of meanings from a known concept to an unknown concept. However, several obstacles to learning arise when analogies are pronounced spontaneously by teachers. Therefore, the planning for its use is essential, and it is encouraged when teachers reflect on their practice in collaborative formative contexts. The theme of the research involved the continued teacher training as practical-reflective agents and the collaborative training. We sought to understand and discuss the challenges and possibilities of the insertion of analogies in the didactic planning of Science and Biology teachers, when they reflect and plan to use them in a continuing teacher training context. The research approach was qualitative, and the participants were three female teachers of the abovementioned subjects. Data gathering was divided into five stages: 1) development of a training course on the use of analogies; 2) planning of a class using this resource; 3) application of the planned class; 4) semi-structured interview and 5) group discussion. All stages were recorded in audio. Stages 1 and 5 were executed with all participants gathered, and phases 2, 3 and 4 were executed with each participant individually with the presence of the researcher. The adopted analytical framework was the discursive textual analysis. For the 1st stage, eight categories were generated on the meanings that the participants attribute to analogies and their role in teaching practice. Results indicate that the participants use this resource in a spontaneous way, without any kind of prior planning. For the 2nd, 3rd and 4th stages, four categories were elaborated. The teachers were anxious about the application of the planned class, sometimes related to the students’ behavior and the expected time to apply it, sometimes related to the expectations about the researcher’s evaluation. For the 5th stage, three categories were elaborated. The participants indicated the difficulties on the insertion of analogies in the educational planning, some related to personal characteristics, others related to work conditions such as the lack of specific training. As the teachers participated in the course, it was possible to perceive a reflective movement about their teaching practice with analogies, which allowed them to issue opinions and to actively participate in their own training. We concluded that educational planning for the use of analogies is not a natural process, since it needs a constant incentive and a specific formation. Overcoming spontaneity does not occur in the short or medium term. The formative processes based on reflection and collaboration contribute to this overcoming, provided that teachers are encouraged to reflect on their performance and on their work conditions so that the insertion of analogies, in didactic planning, happen consciously
Descrição
Palavras-chave
Ensino de Ciências, Formação continuada de professores, Ensino com analogias, Prática reflexiva e colaborativa, Planejamento didático, Science teaching, Continued teacher training, Teaching with analogies, Reflective and collaborative practice, Educational planning