A contribuição de uma proposta interdisciplinar no ensino de ciências para o processo formativo de professor
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Data
2007-03-30
Autores
Rubim, Juliana [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho analisou um projeto desenvolvido por três professores do Ensino Médio, um de Física, um de Química e um de Biologia, que consistiu em preparar uma situação- problema a partir da complexidade de um caso de tratamento radioterápico de câncer de colo uterino, e desenvolvê-la em sala de aula, o que representou não somente trazer, para a sala de aula, fatos que estão mais próximos da realidade do aluno, mas também percorrer caminhos inversos àqueles do ensino institucionalizado, os quais normalmente partem dos conteúdos disciplinares e se desenvolvem no sentido da exemplificação. Nossa contribuição consistiu em construir um ponto de vista externo, a partir da análise das gravações de reuniões e de aulas, procurando evidenciar aspectos que se referem à formação dos professores envolvidos. Os dados foram analisados sob três pontos de vista: compromisso, autonomia e interdisciplinaridade. Enquanto as reuniões dos professores se sucederam sem que houvesse contato com alunos, eles não tiveram sucesso em “compor o quadro interdisciplinar”. No entanto, a situação armada no início do ano somente encontrou terreno para se desenvolver no segundo semestre, quando os professores tinham o desafio de responder aos alunos. Assim consideramos que as condições que garantiram a experiência como formação de professores foram: a potencialidade para a interdisciplinaridade devido à escolha de um caso real como ponto de partida; uma situação problema, representada pelo desejo dos professores de ampliar os conhecimentos dos adolescentes em torno da questão do câncer do colo do útero e HPV; uma situação de ensino, que impôs a necessidade de eles responderem a adolescente reais; o bom domínio do conteúdo disciplinar, por parte de cada um deles; e o comprometimento de todos com o trabalho coletivo e com a aprendizagem dos alunos.
This work analyses a Project developed by three high school teachers, one of Physics, one of Chemistry and one of Biology, that consisted of both preparing a situation-problem from the complexity of a case of radiotherapical treatment of uterine col cancer, and developing it in the classroom. This fact represented both to bring to the classroom students real world and to walk contrary to the institutionalized teaching ways, which normally start from a determined subject-matter and go toward exemplification. Our contribution consisted of constructing an external point of view, by analyzing transcriptions of meetings and lessons in order to look for aspects referring to the teachers’ education. The data had been analyzed under three points of view: commitment, autonomy and interdisciplinarity. While the teachers meetings occurred far from the interaction among teachers and students, they did not succeed in composing the “interdisciplinary picture”. However, the situation that was set at the beginning of the year only found room to develop later, when the teacher already had the challenge to respond to students. The conditions that established the experience as a teacher education one were: the potentiality for the interdisciplinarity to occur due to the choice of a real case as starting point; a situation problem, represented for teachers desire to enlarge adolescents knowledge around the issue of the uterine col cancer and HPV; an actual educational situation, that imposed the necessity for the teachers to respond to real adolescents; teachers’ mastering of their own disciplinary content; and the commitment of all with collaborative work and students learning.
This work analyses a Project developed by three high school teachers, one of Physics, one of Chemistry and one of Biology, that consisted of both preparing a situation-problem from the complexity of a case of radiotherapical treatment of uterine col cancer, and developing it in the classroom. This fact represented both to bring to the classroom students real world and to walk contrary to the institutionalized teaching ways, which normally start from a determined subject-matter and go toward exemplification. Our contribution consisted of constructing an external point of view, by analyzing transcriptions of meetings and lessons in order to look for aspects referring to the teachers’ education. The data had been analyzed under three points of view: commitment, autonomy and interdisciplinarity. While the teachers meetings occurred far from the interaction among teachers and students, they did not succeed in composing the “interdisciplinary picture”. However, the situation that was set at the beginning of the year only found room to develop later, when the teacher already had the challenge to respond to students. The conditions that established the experience as a teacher education one were: the potentiality for the interdisciplinarity to occur due to the choice of a real case as starting point; a situation problem, represented for teachers desire to enlarge adolescents knowledge around the issue of the uterine col cancer and HPV; an actual educational situation, that imposed the necessity for the teachers to respond to real adolescents; teachers’ mastering of their own disciplinary content; and the commitment of all with collaborative work and students learning.
Descrição
Palavras-chave
Ciencia - Estudo e ensino, Science education
Como citar
RUBIM, Juliana. A contribuição de uma proposta interdisciplinar no ensino de ciências para o processo formativo de professor. 2007. 146 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2007.