Discursos de professores licenciados em Física sobre a origem do Universo e os efeitos de suas convicções pessoais na sala de aula
Data
2023-03-01
Autores
Aguiar, Matheus Henriques Ribeiro de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem por base o contexto de recorrentes conflitos em salas de aula da Educação Básica em relação a convicções pessoais divergentes do conhecimento científico, por parte de professores(as) e alunos(as). A pesquisa é baseada em questões sobre a relevância do tema “origem do Universo” na Educação Básica; a forma de abordagem dos professores(as) em relação ao tema; a capacitação docente na formação acadêmica para essa abordagem e os efeitos que as convicções pessoais de alunos e docentes podem ter no contexto da sala de aula. O trabalho tem por objetivos a investigação e a análise do discurso de docentes licenciados(as) em Física, com formação em uma mesma universidade pública, sob a mesma estrutura curricular, sobre suas perspectivas em relação ao tema “origem do Universo”, considerando suas formações, suas práticas docentes e convicções pessoais. A pesquisa foi realizada por meio de entrevistas desenvolvidas em questões abertas por plataforma de comunicação audiovisual online. Por meio da análise, pôde-se verificar que os(as) professores(as) se sentem despreparados(as) para abordar o tema em sala de aula diante da diversidade cultural dos(as) alunos(as) e da necessidade de maior conhecimento científico. Verificou-se também que todos têm uma postura de independência na relação entre fé e Ciência, diminuindo as possibilidades de conflito. Os resultados desta pesquisa propiciam uma continuidade investigativa, por meio de trabalhos posteriores, em relação à capacitação dos(as) docentes em sua formação acadêmica, e em relação à sua prática, considerando divergências entre currículo, orientações da BNCC e relevância do tema “origem do Universo”.
This study is based on the context of recurrent conflicts in Basic Education classrooms in relation to divergent personal convictions of scientific knowledge, on the part of teachers and students. The research is based on questions about the relevance of the theme “origin of the Universe” in Basic Education, the way teachers approach the theme, teacher training in academic training for this approach and the reflections that students and teachers’ personal convictions can have in the context of the classroom. The objective of this research is to investigate and analyze the discourses of teachers with a degree in Physics, trained at the same public university, under the same curricular structure, on their perspectives in relation to the theme “origin of the Universe”, considering their training, their teaching practices and their personal convictions. The research was carried out through interviews developed in open questions by an online audiovisual communication platform. Through the analysis, it was possible to verify that the teachers feel unprepared to approach the subject in the classroom in view of the cultural diversity of the students and the need for greater scientific knowledge. It was also verified that all have a posture of independence in the connection between faith and science, which reduces the conflict possibilities. The results of this research allow the follow-up of the investigation, through later works, in relation to the training of teachers and to their practice, considering divergences between curriculum, BNCC guidelines and relevance of the theme “origin of the Universe”.
This study is based on the context of recurrent conflicts in Basic Education classrooms in relation to divergent personal convictions of scientific knowledge, on the part of teachers and students. The research is based on questions about the relevance of the theme “origin of the Universe” in Basic Education, the way teachers approach the theme, teacher training in academic training for this approach and the reflections that students and teachers’ personal convictions can have in the context of the classroom. The objective of this research is to investigate and analyze the discourses of teachers with a degree in Physics, trained at the same public university, under the same curricular structure, on their perspectives in relation to the theme “origin of the Universe”, considering their training, their teaching practices and their personal convictions. The research was carried out through interviews developed in open questions by an online audiovisual communication platform. Through the analysis, it was possible to verify that the teachers feel unprepared to approach the subject in the classroom in view of the cultural diversity of the students and the need for greater scientific knowledge. It was also verified that all have a posture of independence in the connection between faith and science, which reduces the conflict possibilities. The results of this research allow the follow-up of the investigation, through later works, in relation to the training of teachers and to their practice, considering divergences between curriculum, BNCC guidelines and relevance of the theme “origin of the Universe”.
Descrição
Palavras-chave
Ciência, Universo, Religião, Prática Docente, Formação Docente, Science, Universe, Teacher training, Teacher practice