Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2017-12-12T17:49:13Z No. of bitstreams: 1 DISSERTA??O CARLA MELO DA SILVA-final-biblioteca.pdf: 1317069 bytes, checksum: 68e717da1064cd744e41e0d5de0b09e0 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-12-19T12:27:31Z (GMT) No. of bitstreams: 1 DISSERTA??O CARLA MELO DA SILVA-final-biblioteca.pdf: 1317069 bytes, checksum: 68e717da1064cd744e41e0d5de0b09e0 (MD5) / Made available in DSpace on 2017-12-19T12:30:36Z (GMT). No. of bitstreams: 1 DISSERTA??O CARLA MELO DA SILVA-final-biblioteca.pdf: 1317069 bytes, checksum: 68e717da1064cd744e41e0d5de0b09e0 (MD5) Previous issue date: 2017-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this dissertation is to analyze narratives of teachers of Natural Sciences, of Basic Education, about research in the classroom. For this, was analyzed the narratives of 27 teachers, who were enrolled in a postgraduate program in Education in Science and Mathematics of a Communitary University from the South of Brazil. These participants narrated situations in which they experienced the research in the classroom, as a teacher or as a student. For analysis, the narratives were transformed in monads, following propose by Walter Benjamin. For the monads composition, it was used Labov?s Logic to avoid narratives variability. The monads with similar contents were gathered, constituting the amalgams of monads. In these groups, the teachers' perceptions about the research in the classroom were identified, based on the following investigation question.: How the perceptions of Nature Science teachers? of the Basic Education about research in classroom are presents in your narratives? Research has shown that participants consider relevant classroom research. They affirm that it is a way of enhancing relations between the subjects of learning and of making autonomy and critical formation possible. They point to several positive factors when compared to traditional teaching practices. However, they say that it is a little used practice in classrooms. They mention that teacher education does not qualify for the use of classroom research in schools. Therefore, research as a pedagogical principle and as a method of teaching and learning needs to be studied in theory and practice in teacher training courses. This may allow the teacher in training to see himself as a researcher and recognize the relevance of research to learning. / O objetivo desta disserta??o ? analisar narrativas de professores de Ci?ncias Naturais, de Educa??o B?sica, sobre pesquisa em sala de aula. Para isso, foram analisadas as narrativas de 27 professores, que foram matriculados em um programa de p?s-gradua??o em Educa??o em Ci?ncias e Matem?tica de uma Universidade Comunit?ria do Sul do Brasil. Esses participantes narraram situa??es nas quais eles experimentaram a pesquisa na sala de aula, como professor ou como aluno. Para an?lise, as narrativas foram transformadas em m?nadas, seguindo a proposta de Walter Benjamin. Para a composi??o das m?nadas, utilizou-se a L?gica de Labov para evitar a variabilidade narrativa. As m?nadas com conte?do similar foram reunidas, constituindo as am?lgamas das m?nadas. Nesses grupos foram identificadas as percep??es dos professores sobre a pesquisa na sala de aula, a partir do seguinte quest?o de pesquisa: De que modo as percep??es dos professores de Ci?ncias da Natureza da Educa??o B?sica sobre pesquisa em sala de aula est?o presentes em suas narrativas? A investiga??o mostrou que os participantes consideram a pesquisa em sala de aula relevante. Eles afirmam que ? um modo de potencializar as rela??es entre os sujeitos da aprendizagem e de possibilitar a constru??o da autonomia e a forma??o cr?tica. Apontam v?rios fatores positivos, quando a comparam com as pr?ticas tradicionais de ensino. Entretanto, afirmam que ? uma pr?tica pouco utilizada nas salas de aula. Mencionam que a forma??o docente n?o qualifica para o uso da pesquisa em sala de aula nas escolas. Por isso, a pesquisa como princ?pio pedag?gico e como m?todo de ensino e aprendizagem necessita ser estudada, na teoria e na pr?tica nos cursos de forma??o de professores. Isso pode oportunizar ao professor em forma??o ver-se como pesquisador e reconhe?a a relev?ncia da pesquisa para a aprendizagem.