Impacto de atividades de interação com o ensino básico no programa de pós-graduação em ciências biológicas (genética): formação discente e inserção social
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2021-11-30
Autores
Barbosa, Cassiane Martins
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Universidade Estadual Paulista (Unesp)
Resumo
Os programas de pós-graduação têm contribuído consideravelmente para ampliação do conhecimento científico no país, por meio do desenvolvimento de projetos de pesquisa de áreas básicas e aplicadas. Grande parte dos resultados destes projetos tem sido transmitida por meio de artigos científicos direcionados à comunidade acadêmica. Entretanto, atividades de divulgação científica para a sociedade também se mostram importantes como forma de disseminar os conhecimentos produzidos em universidades e centros de pesquisa. A Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), responsável por subsidiar o Ministério de Educação (MEC) na formulação de políticas públicas para pós-graduação no Brasil, possui instrumentos de avaliação de cursos de mestrado e doutorado que se baseiam não somente na produção intelectual como também em atividades de inserção social e de interação com o ensino básico. Tais atividades podem ser relacionadas a ações de popularização da ciência. Nesse contexto, o Programa de Pós-Graduação em Ciências Biológicas (Genética) do Instituto de Biociências da UNESP (Campus de Botucatu) desenvolve, desde 2007, cursos de férias para estudantes do ensino médio de escolas públicas e materiais didáticos lúdicos diversos como gibis, cartilhas e jogos. Os conteúdos dos cursos e dos materiais produzidos baseiam-se em temas do cotidiano, de forma a integrar conhecimento e diversão, e são desenvolvidos por mestrandos e doutorandos que cursam uma disciplina específica voltada à interação com o ensino básico público, o que representa um diferencial de pluralidade em programas de pós-graduação. Diante disso, o presente trabalho teve como objetivo principal descrever as atividades dos cursos de férias “Experimentando Genética”, direcionados a estudantes do ensino médio, e estudar suas contribuições para a formação acadêmica de pós-graduandos. A avaliação, realizada nos anos de 2018 a 2020, foi do tipo exploratória, de caráter quantitativo e qualitativo que assumiu, como procedimento técnico, o estudo de caso para avaliar dados coletados por meio de questionários e entrevistas baseados na análise de conteúdo do tipo categorial temática. Complementarmente a essas análises, foram também identificados os impactos de tais atividades extensionistas no parecer CAPES desse programa de pós-graduação, por meio de relatórios finais de avaliação deste órgão governamental referentes ao triênio 2007-2009 e ao quadriênio 2013-2016. As ações de interação com o ensino básico apresentam-se como excelentes oportunidades para uma formação mais ampla dos pós-graduandos, especialmente para que estes atuem em ações de alfabetização e divulgação científica, dado que estes se envolveram em atividades que fogem do padrão comumente encontrado em disciplinas de pós-graduação e que exigem o uso de criatividade e transposição da linguagem acadêmica para uma mais coloquial. Com base no questionário aplicado no primeiro dia da disciplina associada aos cursos de férias, foi possível identificar que na pós-graduação um baixo número de alunos participa de ações no âmbito com a educação básica, atividades mais presentes em cursos de graduação. Em contrapartida, os pós-graduandos buscaram na disciplina associada às ações com estudantes de ensino médio uma contribuição à sua formação profissional sobre “prática de ensino” e “contato com a educação básica”. Estes ainda demonstraram a expectativa de que, durante tais atividades, haveria uma troca mútua entre ensino e aprendizagem envolvendo os próprios pós-graduandos e estudantes da Rede Básica de Ensino, e que estas ocorreriam de forma diferenciada, ou seja, efetivamente a prática educativa empregada (processo de ensino) seria correlacionada à didática (técnicas de ensinar e transmitir conhecimentos). Tanto as atividades realizadas nos cursos de férias como os dados levantados com mestrandos e doutorandos indicam que estes puderam atuar como protagonistas no processo de ensino-aprendizagem, capacitando-os para uma prática docente em Genética mais efetiva e envolvente. Em consonância com os resultados apresentados nos questionários e entrevistas realizados com estudantes de pós-graduação, as análises das avaliações CAPES do programa de pós-graduação destacaram a importância das atividades de interação com o ensino básico para a formação discente. Além disso, salientaram a relevância de ações concretas de inserção social por meio da popularização da ciência para uma melhor pontuação do próprio programa de pós-graduação. O presente trabalho também gerou, como objetivo suplementar, um kit educativo voltado à área de citogenética para aplicação em escolas do ensino médio como forma de facilitar um ensino-aprendizagem mais eficaz de temas considerados de difícil compreensão e abstratos pelos alunos. Os dados levantados poderão subsidiar outros programas de pós-graduação na implementação de atividades e materiais de interação com a educação básica, baseados em processos de inclusão e integração social.
Graduate programs have contributed considerably to the expansion of the scientific knowledge in the country, through the development of research projects in basic and applied areas. Most of the results of these projects has been transmitted throughout scientific articles that represent texts to the academic community. However, scientific dissemination activities for society are also important as a way of disseminating the knowledge produced in universities and research centers. The Coordination of Superior Level Staff Improvement (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), which is responsible for supporting the Ministry of Education (MEC) in the formulation of public policies for graduate studies in Brazil, has instruments for evaluating master's and doctoral courses that are not only based on in intellectual production - largely associated with the publication of scientific articles - as well as in activities of social inclusion and interaction with basic education. Such activities can be related to teaching-learning and science popularization actions. In this context, the Graduate Program in Biological Sciences (Genetics) of the Biosciences Institute of UNESP (São Paulo State University), Campus of Botucatu, has been developing, since 2007, vacation courses for public high school students and playful teaching materials such as comic books, manuals and games. The contents of the courses and the produced materials are based on daily themes, in order to integrate knowledge and fun, and are developed by master and doctoral students who attend a specific discipline that promotes an interaction with public basic education, which represents a plurality differential in graduate programs. Therefore, the main objective of the present work was to describe the activities of the “Experiencing Genetics” vacation courses, offered to high school students, and to analyze their contributions to the academic training of graduate students. The evaluation, carried out from 2018 to 2020, was exploratory, quantitative and qualitative, which assumed, as a technical procedure, the case study to evaluate data collected through questionnaires and interviews based on the analysis of categorical thematic contents. In addition to these analyses, the impacts of such extension activities were also identified in the CAPES reports of this graduate program, through the final evaluation data of this government agency for the 2007-2009 triennium and the 2013-2016 four year period. Interaction actions with basic education are excellent opportunities for a broader training of graduate students, especially for them to work in literacy and scientific dissemination actions, given that they were involved in activities that deviate from the commonly found pattern in graduate disciplines and that require the use of creativity and transposition of academic language to a more colloquial one. Based on the questionnaire applied on the first day of the discipline associated with the vacation courses, it was possible to identify that, in graduate courses, a low number of students participate in actions related to basic education, which are more prevalent in undergraduate courses. On the other hand, graduate students intended to find in the discipline associated with high school students´ actions a contribution to their professional training on “teaching practice” and “contact with basic education”. They also demonstrated the expectation that, during such activities, there would be a mutual exchange between teaching and learning involving the graduate students and the Basic Education Network students, and that these would occur in a different way - the educational practice employed (teaching process) would be effectively correlated with didactics (techniques of teaching and transmitting knowledge). Both the activities carried out in the vacation courses and the data collected with master's and doctoral students indicate that they were able to act as protagonists in the teaching-learning process, enabling them to have a more effective and engaging teaching practice in Genetics. As the same manner as observed with the results 10 presented in the questionnaires and interviews carried out with graduate students, the analyses of the CAPES evaluations of the graduate program highlighted the importance of interaction activities with basic education for student training. In addition, they highlighted the relevance of concrete actions for social inclusion through science popularization for a higher graduate program score. The present work also generated, as a supplementary objective, a cytogenetics educational kit to be applied in high school to promote an effective teaching-learning of topics considered difficult and abstract by students. The collected data may support other graduate programs in the implementation of activities and materials for interaction with basic education, through a processes of social inclusion and integration.
Graduate programs have contributed considerably to the expansion of the scientific knowledge in the country, through the development of research projects in basic and applied areas. Most of the results of these projects has been transmitted throughout scientific articles that represent texts to the academic community. However, scientific dissemination activities for society are also important as a way of disseminating the knowledge produced in universities and research centers. The Coordination of Superior Level Staff Improvement (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), which is responsible for supporting the Ministry of Education (MEC) in the formulation of public policies for graduate studies in Brazil, has instruments for evaluating master's and doctoral courses that are not only based on in intellectual production - largely associated with the publication of scientific articles - as well as in activities of social inclusion and interaction with basic education. Such activities can be related to teaching-learning and science popularization actions. In this context, the Graduate Program in Biological Sciences (Genetics) of the Biosciences Institute of UNESP (São Paulo State University), Campus of Botucatu, has been developing, since 2007, vacation courses for public high school students and playful teaching materials such as comic books, manuals and games. The contents of the courses and the produced materials are based on daily themes, in order to integrate knowledge and fun, and are developed by master and doctoral students who attend a specific discipline that promotes an interaction with public basic education, which represents a plurality differential in graduate programs. Therefore, the main objective of the present work was to describe the activities of the “Experiencing Genetics” vacation courses, offered to high school students, and to analyze their contributions to the academic training of graduate students. The evaluation, carried out from 2018 to 2020, was exploratory, quantitative and qualitative, which assumed, as a technical procedure, the case study to evaluate data collected through questionnaires and interviews based on the analysis of categorical thematic contents. In addition to these analyses, the impacts of such extension activities were also identified in the CAPES reports of this graduate program, through the final evaluation data of this government agency for the 2007-2009 triennium and the 2013-2016 four year period. Interaction actions with basic education are excellent opportunities for a broader training of graduate students, especially for them to work in literacy and scientific dissemination actions, given that they were involved in activities that deviate from the commonly found pattern in graduate disciplines and that require the use of creativity and transposition of academic language to a more colloquial one. Based on the questionnaire applied on the first day of the discipline associated with the vacation courses, it was possible to identify that, in graduate courses, a low number of students participate in actions related to basic education, which are more prevalent in undergraduate courses. On the other hand, graduate students intended to find in the discipline associated with high school students´ actions a contribution to their professional training on “teaching practice” and “contact with basic education”. They also demonstrated the expectation that, during such activities, there would be a mutual exchange between teaching and learning involving the graduate students and the Basic Education Network students, and that these would occur in a different way - the educational practice employed (teaching process) would be effectively correlated with didactics (techniques of teaching and transmitting knowledge). Both the activities carried out in the vacation courses and the data collected with master's and doctoral students indicate that they were able to act as protagonists in the teaching-learning process, enabling them to have a more effective and engaging teaching practice in Genetics. As the same manner as observed with the results 10 presented in the questionnaires and interviews carried out with graduate students, the analyses of the CAPES evaluations of the graduate program highlighted the importance of interaction activities with basic education for student training. In addition, they highlighted the relevance of concrete actions for social inclusion through science popularization for a higher graduate program score. The present work also generated, as a supplementary objective, a cytogenetics educational kit to be applied in high school to promote an effective teaching-learning of topics considered difficult and abstract by students. The collected data may support other graduate programs in the implementation of activities and materials for interaction with basic education, through a processes of social inclusion and integration.
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Palavras-chave
Pós-graduação, Avaliação CAPES, Formação discente, Curso de férias, Popularização da ciência., Estudantes - Formação, Prática de ensino, Noticias cientificas, Graduate program – CAPES, Evaluation – Student training