Práticas epistêmicas: reflexões sobre uma perspectiva sociocultural na construção do conhecimento para a zootecnia
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Data
2023-03-03
Autores
Constantino, Maria Vitória Piemonte
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nas últimas décadas vêm se fortalecendo, na área do Ensino de Ciências, estudos que consideram o processo de ensino e aprendizagem a partir de uma perspectiva histórica, cultural e social vinculada às interações que ocorrem no ambiente escolar. Nesse sentido, um grupo de pesquisadores sugeriu que, quando os membros de determinada comunidade interagem ao longo do tempo para produzir um conhecimento específico, eles criam, por meio da interação social, maneiras particulares de falar, pensar, agir e interagir, definidas como práticas epistêmicas. Assim sendo, os objetivos do presente estudo consistiram em refletir sobre as implicações das práticas epistêmicas à construção de conhecimento científico para a área da Zootecnia e suas possíveis relações com alguns pressupostos da Teoria Histórico-cultural de Vygotski. Tratou-se de pesquisa teórica, de caráter bibliográfico, organizada em seis capítulos. No segundo capítulo foram abordadas a história, a estrutura curricular e os resultados obtidos nos dois últimos anos do Enade para a área da Zootecnia. O terceiro capítulo expôs a trajetória histórica do Ensino de Ciências, focalizando os problemas relativos à formação do professor como elemento integrante do processo que originou a referida área. O quarto capítulo traz as pesquisas que tratam da conceituação e do desenvolvimento das práticas epistêmicas e a sua importância para o processo de ensino e aprendizagem. No quinto capítulo foram discutidas as relações que podem ser estabelecidas entre as práticas epistêmicas e alguns dos principais conceitos da Teoria Histórico-cultural de Vygotski. O sexto capítulo indicou que as reflexões feitas ao longo deste estudo evidenciaram existir uma grande lacuna entre o que está estabelecido nas Diretrizes Curriculares do curso de Zootecnia e o que se ensina em sala de aula. Para atender a essa questão, foram resgatados os problemas referentes à formação do professor, indicando que essas adversidades influenciaram o processo de ensino e aprendizagem. Considerando as práticas epistêmicas relevantes para esse processo, suscita-se a possibilidade de aprofundar os estudos sobre o tema com base nos pressupostos vygotskianos, uma vez que essas práticas se desenvolvem em um contexto de interação e se associam a um processo social e cultural de construção do conhecimento. Aferiu-se, assim, que esta proposta poderia ser proveitosa, uma vez que favoreceria a construção de significados científicos para os estudantes do campo da Zootecnia.
There has been, over the past decades, an increase of studies for Science Teaching that consider the teaching and learning process from a historical, cultural and social perspective related to the interactions that occur in the school environment. In this sense a group of researchers suggested that when members of a community interact over time to produce specific knowledge they create through social interaction particular ways of speaking, thinking, acting and, interacting, defined as epistemic practices. Therefore, the present study aimed to reflect the implication of epistemic practices for the construction of scientific knowledge for Animal Science and its possible relation with some concepts of Vygotsky's Cultural-Historical Theory. It was a bibliographical nature theoretical research, organized into six chapters. Were discussed in the second chapter the history, curricular structure and the results of Enade from the last two years of Animal Science. The third chapter reveal the evolution of Science Teaching over time focusing on the problems related to teacher training considered as part of the process that originated this area. In the fourth chapter we presented studies concerning the conceptualization and development of epistemic practices and its importance for the teaching and learning process. The fifth chapter discussed the parallel that can be established between epistemic practices and some of the main concepts of Vygotsky's Cultural-Historical Theory. The sixtieth chapter demonstrated that the reflexions made throughout this study indicated that there is a gap between what is established in the Animal Science Curriculum Guidelines and what is taught in the classroom. In order to meet this issue, we considered the problems regarding teacher training, indicating that these adversities influenced the teaching and learning process. Considering the epistemic practices relevant to this process, research in this area may consider the Vygotskian presuppositions, since these practices are developed in a context of interaction and are associated with a social and cultural process of knowledge construction. We believe that engaging in epistemic practices could be fruitful, as it would benefit the scientific construction meanings for students of Animal Science.
There has been, over the past decades, an increase of studies for Science Teaching that consider the teaching and learning process from a historical, cultural and social perspective related to the interactions that occur in the school environment. In this sense a group of researchers suggested that when members of a community interact over time to produce specific knowledge they create through social interaction particular ways of speaking, thinking, acting and, interacting, defined as epistemic practices. Therefore, the present study aimed to reflect the implication of epistemic practices for the construction of scientific knowledge for Animal Science and its possible relation with some concepts of Vygotsky's Cultural-Historical Theory. It was a bibliographical nature theoretical research, organized into six chapters. Were discussed in the second chapter the history, curricular structure and the results of Enade from the last two years of Animal Science. The third chapter reveal the evolution of Science Teaching over time focusing on the problems related to teacher training considered as part of the process that originated this area. In the fourth chapter we presented studies concerning the conceptualization and development of epistemic practices and its importance for the teaching and learning process. The fifth chapter discussed the parallel that can be established between epistemic practices and some of the main concepts of Vygotsky's Cultural-Historical Theory. The sixtieth chapter demonstrated that the reflexions made throughout this study indicated that there is a gap between what is established in the Animal Science Curriculum Guidelines and what is taught in the classroom. In order to meet this issue, we considered the problems regarding teacher training, indicating that these adversities influenced the teaching and learning process. Considering the epistemic practices relevant to this process, research in this area may consider the Vygotskian presuppositions, since these practices are developed in a context of interaction and are associated with a social and cultural process of knowledge construction. We believe that engaging in epistemic practices could be fruitful, as it would benefit the scientific construction meanings for students of Animal Science.
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Palavras-chave
Zootecnia, Práticas Epistêmicas, Ensino de Ciências, Construção de conhecimento, Interação social, Teoria sociocultural