As ilhas interdisciplinares de racionalidade na formação continuada de assessores pedagógicos: uma proposta interdisciplinar para o ensino de temas socioambientais
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Data
2020-03-04
Autores
Strefezza, Tayná Figueiredo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Região Metropolitana da Baixada Santista apresenta uma grande biodiversidade de espécies animais e vegetais devido à presença de diferentes ambientes aquáticos: rios e riachos costeiros, manguezais, costão rochoso, praias e ambiente marinho. Contudo, os municípios são extremamente afetados pelas ações antrópicas, colocando em risco todos os ecossistemas e seu equilíbrio. Desta forma, parte-se do pressuposto de que as escolas devem abordar de maneira permanente e articulada questões socioambientais relacionadas à região onde estão inseridas, habilitando os alunos para a resolução de problemas envolvendo sua realidade. Para que os professores de todas as disciplinas consigam trabalhar estas questões é fundamental o aprimoramento de novas estratégias didáticas por meio da formação continuada. Assessores pedagógicos mostram-se importantes atores neste processo, uma vez que é parte de suas atribuições prover este tipo de formação, através de reuniões quinzenais junto aos professores da rede municipal. Para abordar essas questões que, por sua complexidade, mostram-se interdisciplinares, é fundamental que as escolas e professores adotem a interdisciplinaridade como uma ferramenta na promoção da alfabetização científica. Isto acarretará noções provenientes de diversas disciplinas, promovendo o que Fourez propõe como alfabetização científica e técnica (ACT), tendo como objetivo atingir atributos como a autonomia, domínio e comunicação, o que pode ser atingido através da metodologia interdisciplinar denominada Ilhas Interdisciplinares de Racionalidade (IIR). O objetivo desta pesquisa foi verificar em que medida o desenvolvimento das IIR favorece a reflexão de problemas socioambientais e o desenvolvimento de atributos da ACT em assessores pedagógicos da rede municipal de ensino da cidade de São Vicente/SP, localizada na Baixada Santista. Para isso, o estudo desenvolveu uma Ilha de Racionalidade com nove assessores pedagógicos de São Vicente, com formações nas diferentes áreas do saber que abrangem o Ensino Fundamental II, tendo como foco principal a resolução de problemas socioambientais e a alfabetização científica do público pesquisado. A observação sistematizada, em todas as etapas, possibilitou constatar que a metodologia desenvolve nos indivíduos os atributos da ACT, se o processo for orientado pelo professor. Desta forma, este trabalho contribuiu para um ensino menos fragmentado, desenvolvendo os atributos da ACT no processo de aprendizagem.
The Baixada Santista Metropolitan Region has a great biodiversity of animal and plant species due to the presence of different aquatic environments: coastal rivers and streams, mangroves, rocky shore, beaches and marine environment. However, municipalities are extremely affected by anthropic actions, endangering all ecosystems and their balance. Thus, it is assumed that schools should permanently and articulate address social and environmental issues related to the region where they operate, enabling students to solve problems involving their reality. For teachers of all subjects to be able to work on these issues, it is essential to improve new didactic strategies through continuing education. Pedagogical core coordinating teachers are important actors in this process, as it is part of their duties to provide this type of training through biweekly meetings with the teachers of municipal network. To address these interdisciplinary issues, it is essential that schools and teachers adopt interdisciplinarity as a tool in promoting scientific literacy. This will lead to notions from various disciplines, promoting what Fourez proposes as scientific and technical literacy (STL), aiming to achieve attributes such as autonomy, mastery and communication, which can be achieved through the interdisciplinary methodology called Interdisciplinary Islands of Rationality (IIR). The objective of this research was to verify the extent to which the development of IIR favors the reflection of socio-environmental problems and the development of ACT attributes in coordinating teachers of the pedagogical nucleus of the municipal education network in the city of São Vicente / SP, located in Baixada Santista. For this, the study developed an Island of Rationality with nine coordinating teachers from São Vicente's pedagogical nucleus, with training in the different areas of knowledge that comprise Elementary Education II, with the main focus on solving socio-environmental problems and scientific literacy of the public researched. Systematic observation, at all stages, made it possible to see that the methodology develops in individuals the attributes of STL, if the process is guided by the teacher. This way, this work contributes to a less fragmented teaching by developing the necessary STL attributes in the learning process.
The Baixada Santista Metropolitan Region has a great biodiversity of animal and plant species due to the presence of different aquatic environments: coastal rivers and streams, mangroves, rocky shore, beaches and marine environment. However, municipalities are extremely affected by anthropic actions, endangering all ecosystems and their balance. Thus, it is assumed that schools should permanently and articulate address social and environmental issues related to the region where they operate, enabling students to solve problems involving their reality. For teachers of all subjects to be able to work on these issues, it is essential to improve new didactic strategies through continuing education. Pedagogical core coordinating teachers are important actors in this process, as it is part of their duties to provide this type of training through biweekly meetings with the teachers of municipal network. To address these interdisciplinary issues, it is essential that schools and teachers adopt interdisciplinarity as a tool in promoting scientific literacy. This will lead to notions from various disciplines, promoting what Fourez proposes as scientific and technical literacy (STL), aiming to achieve attributes such as autonomy, mastery and communication, which can be achieved through the interdisciplinary methodology called Interdisciplinary Islands of Rationality (IIR). The objective of this research was to verify the extent to which the development of IIR favors the reflection of socio-environmental problems and the development of ACT attributes in coordinating teachers of the pedagogical nucleus of the municipal education network in the city of São Vicente / SP, located in Baixada Santista. For this, the study developed an Island of Rationality with nine coordinating teachers from São Vicente's pedagogical nucleus, with training in the different areas of knowledge that comprise Elementary Education II, with the main focus on solving socio-environmental problems and scientific literacy of the public researched. Systematic observation, at all stages, made it possible to see that the methodology develops in individuals the attributes of STL, if the process is guided by the teacher. This way, this work contributes to a less fragmented teaching by developing the necessary STL attributes in the learning process.
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Palavras-chave
Alfabetização Científica e Técnica, Baixada Santista, Formação Continuada, Interdisciplinaridade, Temas Socioambientais, Scientific and Technological Literacy, Baixada Santista, Continuing Education, Interdisciplinarity, Socioenvironmental Themes, Alfabetização científica e técnica