Concepções dos professores sobre a utilização dos espaços não formais para o ensino de Astronomia
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Data
2017-02-23
Autores
Santana, Agatha Ribeiro [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa identifica concepções dos professores que visitaram o Observatório Didático de Astronomia “ Lionel José Andriatto” da Unesp Bauru, com seus alunos. Analisa-se suas concepções acerca de sua visitação em espaços não formais de ensino sob à luz dos saberes docentes, buscando subsídios para uma possível estruturação de um futuro programa de formação continuada de docentes. A preocupação com o tema justifica-se pelo demérito que os espaços não formais têm sido utilizados, sem a devida exploração de todas as suas potencialidades para o ensino e a integração destes espaços com a sala de aula. Visto ser o Observatório em estudo um espaço não formal muito procurado por professores, levantou-nos o questionamento sobre como este estaria sendo utilizado para o ensino de Astronomia. O estudo, de natureza qualitativa, é norteado por um levantamento bibliográfico da área de Educação em Astronomia nos espaços não formais e da análise de entrevistas dos professores visitantes. As concepções destes professores sobre as visitas escolares foram interpretadas seguindo os princípios da Análise de Conteúdo, cujos resultados apontam para a existência de uma concepção de visita escolar como uma atividade extraescolar limitada e restrita ao dia da visita, além de colocar em evidência algumas dificuldades para o ensino de conteúdos de Astronomia. Os resultados também revelam a inexistência da abordagem de fundamentação teórica e metodológica voltada para o uso destes espaços na formação inicial e continuada de professores, contribuindo para uma visitação à base do senso comum. Baseando-nos nas concepções dos professores sobre as visitas escolares, nas dificuldades no ensino de Astronomia e resultados de pesquisas em Ensino de Ciências, as conclusões desse estudo fornecem subsídios para a estruturação de um programa de formação continuada, visando uma mudança de postura na prática pedagógica dos docentes.
This research identifies the conceptions of the teachers who visited the Observatório Didático de Astronomia "Lionel José Andriatto", Unesp - Bauru, with their students. Their impression about their visitation in non-formal spaces of teaching are analyzed in the light of teaching knowledge, seeking subsidies for a possible structuring of a future program directed in the continuous training of teachers. The concern with the theme is justified by the demerit in which non-formal spaces have been used, without the proper exploitation of all its potentialities for teaching and poor integration of these spaces with the classroom. As the Observatory under study was a non-formal space much sought out by teachers, it raised questions about how it would be used for teaching astronomy. The qualitative study is guided by a bibliographical survey of the area of Astronomy Education in non-formal spaces and the analysis of interviews of visiting professors. The conceptions of these teachers about the school visits were interpreted following the principles of the Content Analysis, whose results point to a concept of a school visit as a limited extracurricular activity and restricted to the day of the visit, besides highlighting some difficulties in the teaching of astronomy. The results also reveal that these spaces are not used in the initial and continued formation of teachers nor is there an approach of implementing theoretical-methodological foundations aimed for this objective. These results contribute to a visitation based only on common sense. Based on teachers' conceptions of school visits, difficulties in teaching astronomy and results of researches in Science Teaching, the conclusions of this study provide support for the structuring of a continuing education program, aiming at a change of attitude in pedagogical practice of teachers.
This research identifies the conceptions of the teachers who visited the Observatório Didático de Astronomia "Lionel José Andriatto", Unesp - Bauru, with their students. Their impression about their visitation in non-formal spaces of teaching are analyzed in the light of teaching knowledge, seeking subsidies for a possible structuring of a future program directed in the continuous training of teachers. The concern with the theme is justified by the demerit in which non-formal spaces have been used, without the proper exploitation of all its potentialities for teaching and poor integration of these spaces with the classroom. As the Observatory under study was a non-formal space much sought out by teachers, it raised questions about how it would be used for teaching astronomy. The qualitative study is guided by a bibliographical survey of the area of Astronomy Education in non-formal spaces and the analysis of interviews of visiting professors. The conceptions of these teachers about the school visits were interpreted following the principles of the Content Analysis, whose results point to a concept of a school visit as a limited extracurricular activity and restricted to the day of the visit, besides highlighting some difficulties in the teaching of astronomy. The results also reveal that these spaces are not used in the initial and continued formation of teachers nor is there an approach of implementing theoretical-methodological foundations aimed for this objective. These results contribute to a visitation based only on common sense. Based on teachers' conceptions of school visits, difficulties in teaching astronomy and results of researches in Science Teaching, the conclusions of this study provide support for the structuring of a continuing education program, aiming at a change of attitude in pedagogical practice of teachers.
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Palavras-chave
Espaço não formal de ensino, Educação em astronomia, Concepções de professores, Análise de conteúdo, Non-formal education spaces, Education in astronomy, Conceptions of teachers, Content analysis