Elaboração do Trabalho de Conclusão de Curso na graduação em Pedagogia sob a perspectiva da educação por meio das questões sociocientíficas: uma análise a partir dos conceitos de formação e semiformação de Adorno
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Data
2017-08-21
Autores
Genovese, Cinthia Leticia de Carvalho Roversi [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os temas controversos têm sido estudados e investigados por professores e pesquisadores da área do ensino de ciências há mais de uma década, mas existe uma carência de trabalhos que envolvem a formação de pedagogos. Nesse sentido, o presente trabalho teve como objetivo discutir aspectos referentes à formação crítica para o ensino de ciências no curso de Pedagogia, a partir da análise de trabalhos de conclusão de curso, elaborados sob a perspectiva da educação por meio das questões sociocientíficas. Para tanto, serve-se do conceito de formação e semiformação cultural de Adorno como principal referencial teóricometodológico. Após o caminho percorrido nesta pesquisa, a tese que se defende é a de que os estudantes que fazem a graduação em Pedagogia apresentam plenas condições de, por meio de uma formação crítica serem preparados para trabalharem o ensino de ciências na perspectiva da educação por meio das questões sociocientíficas na Educação Infantil, nos anos iniciais do Ensino Fundamental e na EJA. Ainda, apresenta o argumento de que entre a semiformação e a formação existe um caminho desafiador a ser percorrido. Esta pesquisa qualitativa caraterizada como estudo de caso foi realizada no ano de 2015, com onze graduandas de um curso regular de Pedagogia de uma universidade pública, que se matricularam nas disciplinas semestrais de Trabalho de Conclusão de Curso (TCC) I e II, ofertadas no sétimo e oitavos períodos. Os dados foram constituídos a partir de três fontes: notas de campo durante as aulas, sequências didáticas elaboradas pelas estudantes e gravações em áudio de todas as aulas das disciplinas TCC I e TCC II, totalizando oitenta horas de gravação, que foram selecionadas e transcritas. A análise foi realizada tendo como referência o método da análise de conteúdo de Bardin. Como resultado, constatou-se que o processo formativo na elaboração do TCC esteve envolvido com aspectos semiformativos, como inseguranças e busca por facilitações devido às dificuldades que as graduandas participantes da pesquisa apresentaram, principalmente com relação à escrita do texto acadêmico. O caminho desafiador foi manifestado quando as estudantes demonstraram dedicação, compreensão e colaboração com as colegas. Os aspectos identificados como formativos estiveram presentes na busca pela autoria e autonomia do próprio trabalho e nas análises críticas que as graduandas fizeram com relação a diversos aspectos de sua própria formação. Conclui-se que o caminho para a formação é um processo árduo, com inseguranças, resistências e repleto de obstáculos, mas pelo processo contínuo de estudo e reflexão é possível percorrer a trajetória para a construção da autonomia, da criatividade e da valorização da subjetividade.
Controversial themes have been studied and investigated by teachers and researchers in the field of science education for more than a decade, but there is a shortage of papers that involve the training of pedagogues. In this sense, the present work had as objective to discuss aspects related to the critical formation for the teaching of sciences in the course of Pedagogy, from the analysis of works of conclusion of course, elaborated from the perspective of the education through the socio-scientific questions. For that, it uses the concept of formation and cultural semiformation of Adorno as the main theoretical-methodological reference. Following the path taken in this research, the thesis that is defended is that undergraduate students in Pedagogy present the full conditions, through a critical formation, to be prepared to work the teaching of science in the perspective of education through Socio-scientific issues in early childhood education, in the early years of Elementary School and in the EJA. Still, it presents the argument that between the semiformation and the formation there is a way of transition. This qualitative research, characterized as a case study, was carried out in the year 2015, with eleven graduates of a regular course of Pedagogy of a public university, who enrolled in the semester Course of Completion Works (TCC) I and II, offered in the seventh and eighth periods. The data were composed from three sources: field notes during the classes, didactic sequences elaborated by the students and audio recordings of all classes of the disciplines TCC I and TCC II, totaling eighty hours of recording, which were selected and transcribed. The analysis was performed with reference to the Bardin content analysis method. As a result, it was found that the formative process in the development of TCC was involved with semiformative aspects, such as insecurities and search for facilitation due to the difficulties that the undergraduates participating in the research presented, mainly in relation to the writing of the academic text. The transition path was manifested as the students demonstrated dedication, understanding and collaboration with colleagues. The aspects identified as formative were present in the search for the authorship and autonomy of the work itself and in the critical analyzes that undergraduates did in relation to various aspects of their own formation. It is concluded that the path to formation is an arduous process, with insecurities, resistances and obstacles, but through the continuous process of study and reflection it is possible to traverse the path to the construction of autonomy, creativity and appreciation of subjectivity.
Controversial themes have been studied and investigated by teachers and researchers in the field of science education for more than a decade, but there is a shortage of papers that involve the training of pedagogues. In this sense, the present work had as objective to discuss aspects related to the critical formation for the teaching of sciences in the course of Pedagogy, from the analysis of works of conclusion of course, elaborated from the perspective of the education through the socio-scientific questions. For that, it uses the concept of formation and cultural semiformation of Adorno as the main theoretical-methodological reference. Following the path taken in this research, the thesis that is defended is that undergraduate students in Pedagogy present the full conditions, through a critical formation, to be prepared to work the teaching of science in the perspective of education through Socio-scientific issues in early childhood education, in the early years of Elementary School and in the EJA. Still, it presents the argument that between the semiformation and the formation there is a way of transition. This qualitative research, characterized as a case study, was carried out in the year 2015, with eleven graduates of a regular course of Pedagogy of a public university, who enrolled in the semester Course of Completion Works (TCC) I and II, offered in the seventh and eighth periods. The data were composed from three sources: field notes during the classes, didactic sequences elaborated by the students and audio recordings of all classes of the disciplines TCC I and TCC II, totaling eighty hours of recording, which were selected and transcribed. The analysis was performed with reference to the Bardin content analysis method. As a result, it was found that the formative process in the development of TCC was involved with semiformative aspects, such as insecurities and search for facilitation due to the difficulties that the undergraduates participating in the research presented, mainly in relation to the writing of the academic text. The transition path was manifested as the students demonstrated dedication, understanding and collaboration with colleagues. The aspects identified as formative were present in the search for the authorship and autonomy of the work itself and in the critical analyzes that undergraduates did in relation to various aspects of their own formation. It is concluded that the path to formation is an arduous process, with insecurities, resistances and obstacles, but through the continuous process of study and reflection it is possible to traverse the path to the construction of autonomy, creativity and appreciation of subjectivity.
Descrição
Palavras-chave
Questões sociocientíficas, Conceito de formação e semiformação cultural, Formação crítica de professores, TCC, Concept of cultural training and semiformation, Critical teacher training, Socio-scientific issues