Um estudo sobre a formação continuada de professores da educação básica para o ensino de Astronomia utilizando o 'Diário do Céu‘ como estratégia de ensino
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Data
2018-03-29
Autores
Fernandes, Telma Cristina Dias
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa constitui-se de um estudo voltado à formação de professores em Astronomia. Insere-se dentre as investigações que vêm sendo conduzidas no âmbito do Grupo de Pesquisa em Ensino de Ciências (GPEC), UNESP, Campus de Bauru, São Paulo (Brasil). que têm se preocupado em reduzir o distanciamento entre a produção acadêmica da área e os saberes e práticas de licenciandos e professores em exercício da Educação Básica. No caso específico do ensino de Astronomia, estudos realizados no domínio do GPEC mostram que este distanciamento negligencia a presença dos estudos de Astronomia nas salas de aula do ensino básico, quase sempre comprometendo a atuação do professor, em termos de qualidade do ensino ministrado nesse nível escolar. Esta pesqusia busca, assim, estudar os saberes docentes mobilizados durante a formação de um grupo de professores em exercício na Educação Básica, da rede pública de ensino de Bauru/SP, a partir do uso de uma estratégia de ensino de Astronomia centrada na obra Il Diario del Cielo (O Diário do Céu). Neste estudo, o referido material didático, concebido e desenvolvido originalmente para estudantes italianos e, portanto, para o Hemisfério Norte, foi traduzido e adaptado para a realidade da zona tropical do Hemisfério Sul, a fim de proporcionar a um grupo de professores em exercício na Educação Básica oportunidades de envolverem-se na exploração de elementos da observação ativa e sistemática do céu, do entorno e de atividades educativas. Para tanto, foram considerados modelos didáticos voltados para a Astronomia, explorando temas sobre o reconhecimento do horizonte local e a orientação espaço-temporal, os horários do nascer, culminância e pôr do Sol e da Lua, a duração do dia de acordo com o período do ano e da latitude do local de observação, equinócios, solstícios e as estações do ano, fases da Lua, dentre outros, e suas relações com a Didática da Astronomia. Analisados à luz da teoria e procedimentos da Análise de Discurso, de linha francesa, os dados constituídos revelaram, dentre os resultados alcançados, que embora os docentes possuam, por vezes, incipiente formação para o trabalho com a temática, a metodologia utilizada proporcionou novos conhecimentos à formação científica e pedagógica dos professores, tornando mais acessível o seu encontro com a Astronomia; os alunos sentiram-se mais seguros em dar explicações para o resultado de suas ações e interações, ao relacionar o objeto de estudo com o cotidiano.
This research consisted of a study aimed at teacher training in Astronomy. It is part of the research carried out within the scope of the Research Group on Science Teaching (GPEC), UNESP, Campus de Bauru, São Paulo (Brazil), which have been concerned with reducing the gap between the academic production of the area and the knowledge and practices of graduates and teachers in basic education. In the specific case of Astronomy teaching, studies carried out in the GPEC field show that this distance neglects the presence of Astronomy studies in the classrooms of basic education, almost always compromising the performance of the teacher, in terms of the quality of teaching taught at that level school. This research aims, therefore, to study the teachers' knowledge mobilized during the formation of a group of teachers in exercise in Basic Education, of the public school of Bauru / SP, from the use of an astronomy teaching strategy centered in the work Il Diario del Cielo (The Diary of the Sky). In this study, the didactic material originally conceived and developed for Italian students, and therefore for the Northern Hemisphere, has been translated and adapted to the reality of the tropical zone of the Southern Hemisphere in order to provide a group of practicing teachers in the Basic Education opportunities to engage in the exploration of elements of active and systematic observation of the sky, environment and educational activities. To do so, they were considered didactic models aimed at Astronomy, exploring themes about the recognition of the local horizon and the space-time orientation, the time of the birth, culmination and sunset of the Moon, the duration of the day according to the period of the year and latitude of the place of observation, equinoxes, solstices and the seasons of the year, phases of the Moon, among others, and its relations with the Didactics of Astronomy. Analyzed in the light of the theory and procedures of French Speech Analysis, the data show that, among the results achieved, although the teachers sometimes have incipient training to work with the subject, the methodology used provided new knowledge to the scientific and pedagogical formation of teachers, making their encounter with Astronomy more accessible; the students felt more confident in explaining the results of their actions and interactions by relating the object of study to everyday life.
This research consisted of a study aimed at teacher training in Astronomy. It is part of the research carried out within the scope of the Research Group on Science Teaching (GPEC), UNESP, Campus de Bauru, São Paulo (Brazil), which have been concerned with reducing the gap between the academic production of the area and the knowledge and practices of graduates and teachers in basic education. In the specific case of Astronomy teaching, studies carried out in the GPEC field show that this distance neglects the presence of Astronomy studies in the classrooms of basic education, almost always compromising the performance of the teacher, in terms of the quality of teaching taught at that level school. This research aims, therefore, to study the teachers' knowledge mobilized during the formation of a group of teachers in exercise in Basic Education, of the public school of Bauru / SP, from the use of an astronomy teaching strategy centered in the work Il Diario del Cielo (The Diary of the Sky). In this study, the didactic material originally conceived and developed for Italian students, and therefore for the Northern Hemisphere, has been translated and adapted to the reality of the tropical zone of the Southern Hemisphere in order to provide a group of practicing teachers in the Basic Education opportunities to engage in the exploration of elements of active and systematic observation of the sky, environment and educational activities. To do so, they were considered didactic models aimed at Astronomy, exploring themes about the recognition of the local horizon and the space-time orientation, the time of the birth, culmination and sunset of the Moon, the duration of the day according to the period of the year and latitude of the place of observation, equinoxes, solstices and the seasons of the year, phases of the Moon, among others, and its relations with the Didactics of Astronomy. Analyzed in the light of the theory and procedures of French Speech Analysis, the data show that, among the results achieved, although the teachers sometimes have incipient training to work with the subject, the methodology used provided new knowledge to the scientific and pedagogical formation of teachers, making their encounter with Astronomy more accessible; the students felt more confident in explaining the results of their actions and interactions by relating the object of study to everyday life.
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Palavras-chave
Educação em Astronomia, Formação de professores em exercício, Saberes docentes, Análise de discurso, Diário do Céu, Astronomy Education, In-service teacher training., Teacher‘s knowledge, Discourse analysis, Diary of sky