The curricula of scientific disciplines have been one of the topics discussed in various spheres related to the educational system, but also the object of scholarly study. In Brazil, the curricula have their basis in the National Curriculum Parameters (PCNs) and National Curriculum Guidelines (DCNs), which receive normative instructions from Departments of Education and undergoing adaptations in different instances to its effective implementation in the reality of each school community. Thus, although we have the same basic curriculum, we are faced with many distortions, considering socioeconomic differences in our country. Recently the National Secondary Education Examination (Enem) began to be used as a selection process for entry in public universities and now it has greater importance to the school community. Therefore, the curriculum that supports the Enem should be examined more carefully. The objective of this study is to verify if the Enem curriculum reflects what the school community of high school in Santa Maria - RS expect that should be studied in the Biology discipline. Data were collected using a structured questionnaire with a Likert scale. The questionnaire was applied to the target population consisting of parents, students and teachers from high schools in Santa Maria, with different socioeconomic profiles. Among the findings, the teachers and students revealed spontaneously concerns with the amount of content to be studied. The data shows, also, the importance of the entrance exam for private schools students, which consequently overvalue the "classics" content of the discipline at the expense of those that emphasize social issues (environmental conservation, disease, drugs, sanitation, etc...). In public schools, students and teachers complain about the excessive intricacy of some content and generally acknowledge the importance of the content of social interest. In the federal school where the students pass by a selection process to enter, there seems to be more likely to value nearly all contents. These students criticize, however, how some topics are developed. Regarding the parents who participated in the survey, there appears to be a concern with the accumulation of "knowledge" and therefore tend to give importance to quantity without many questions about how the contents are developed. / Os currículos escolares das disciplinas científicas têm sido um dos temas discutidos nas diferentes esferas ligadas ao sistema educacional, como também objeto de pesquisas acadêmicas. No Brasil, os currículos têm sua base nos Parâmetros Curriculares Nacionais (PCNs) e nas Diretrizes Curriculares Nacionais (DCN), que recebem instruções normativas das Secretarias de Educação e acabam sofrendo adaptações em diferentes instâncias até sua efetiva aplicação segundo a realidade de cada comunidade escolar. Desta forma, apesar de termos a mesma a base curricular, nos deparamos com muitas distorções, considerando as diferenças socioeconômicas do nosso país. O fato do Exame Nacional do Ensino Médio (Enem) passar a ser usado no processo de seleção de ingresso ao ensino superior de algumas universidades fez com este passasse a ter maior importância para a comunidade escolar. Portanto, a matriz curricular que embasa a prova anual merece ser analisada com atenção. O objetivo deste trabalho é verificar se a matriz curricular do Enem reflete o que a comunidade escolar do ensino médio de Santa Maria RS entende que deva ser estudado na disciplina de Biologia. Os dados foram coletados através da aplicação de um questionário estruturado com a escala de Likert. O questionário foi aplicado à população alvo constituída de pais, alunos e professores de escolas de ensino médio de Santa Maria com diferentes realidades socioeconômicas. Entre os resultados encontrados nos 13 itens questionados, percebemos que a comunidade concorda que os conteúdos listados pela matriz curricular do Enem devem ser trabalhados na disciplina de Biologia, sendo que os alunos das escolas particulares valorizam os conteúdos clássicos da disciplina em detrimento daqueles que enfatizam as questões sociais (conservação ambiental, doenças, drogas, saneamento básico, etc.). Na escola federal é onde há maior valorização dos conteúdos. Os segmentos professores e alunos, revelaram de forma espontânea, preocupação com a quantidade de conteúdos a serem trabalhados e, nas escolas públicas, com o excesso de detalhes de alguns conteúdos e, de maneira geral, reconhecem a importância dos conteúdos de viés social. Os alunos da escola federal criticam a forma de abordagem em alguns casos. Em relação aos pais parece haver uma preocupação com o acúmulo de conhecimento e por isso tendem a dar importância a todos os conteúdos. Os dados mostram também, a importância do vestibular para a comunidade.

Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 MiguelSL.pdf: 2637057 bytes, checksum: 08b15aa46e42dc859e6831bd5ff6f1b3 (MD5) Previous issue date: 2008-07-31 / This study aims to include topics related to Space Science in elementary education from an experiment that aims to rescue the science teachers in public schools of S?o Tom?, RN, a taste for experimentation and exploration of advanced technologies. During this research with teachers found that they knew enough about the subject, but this knowledge was restricted to the events disclosed by the media. Regarding scientific knowledge, that same surface, they had many conceptual difficulties which hindered the approach of these topics in their classes. To overcome this difficulty, a workshop was held where teachers had the opportunity to discuss the historical aspect of Space Science, some physical concepts related to it, and the conduct of experiments with PET bottle rockets that recover from the curiosity typical of how the science. The results were outlined in the form of Planning Didactic built by teachers and using themes related to space science, from there, discussing content already provided in the composition of the schools curriculum. Therefore, this work allowed the teachers a minimum training required for them to not only reproduce, but readjusted and build, from this, their own paths in the classroom at the fundamental level / O presente trabalho objetiva inserir temas relacionados ?s Ci?ncias Espaciais no ensino fundamental a partir de uma experi?ncia realizada em escolas p?blicas de S?o Tom?, RN visando resgatar nos professores de ci?ncias o gosto pela experimenta??o e a explora??o de tecnologias avan?adas. Durante esta pesquisa com os professores verificou-se que eles conheciam bastante sobre o tema, mas este conhecimento era restrito aos eventos espaciais divulgados pela m?dia. Em rela??o ao conhecimento cient?fico, mesmo aquele superficial, os docentes apresentavam muitas dificuldades conceituais o que dificultava a abordagem destes temas em suas aulas. Para discutir tais dificuldades, foi realizada uma oficina onde os professores tiveram a oportunidade de discutir o aspecto hist?rico das Ci?ncias Espaciais, alguns conceitos f?sicos a ela relacionados, bem como a realiza??o de experimentos com foguetes de garrafa PET que resgatam a curiosidade t?pica do fazer da ci?ncia. Frutos dessa oficina foram esbo?ados Planejamentos Did?ticos constru?dos pelos professores. Tais planejamentos utilizando temas relacionados ?s Ci?ncias Espaciais se transformaram em planos de aula para, a partir desses, abordarem conte?dos j? previsto na composi??o curricular das escolas. Portanto, a partir deste trabalho professores que atuam em escolas p?blicas de S?o Tom?, RN passaram por uma capacita??o m?nima necess?ria para que estes possam n?o somente reproduzir, mas readequar e construir, a partir deste, seus pr?prios caminhos em suas salas de aula no n?vel fundamental. Por outro lado, verificamos, como j? havia sido percebido por diversos autores, que temas relacionados ao Espa?o podem e devem ser utilizados como agentes capazes de motivar o aprendizado em ci?ncias

O presente trabalho trata da percepção da Ciência e da Tecnologia dos estudantes de Ensino Médio de uma Escola Pública da cidade de São Paulo/Brasil e das relações destas percepções com a divulgação da Ciência. Como suporte teórico principal para esta pesquisa utilizou-se a Teoria Sociocultural de Vigotski e os estudos de Bakhtin sobre análise do discurso. A intenção principal deste trabalho foi discutir os aspectos que envolvem a Educação Formal e a Mídia, considerando que o indivíduo convive em um contexto sociocultural e, por meio de interações constantes construí significados. As significações atribuídas pelos indivíduos acontecerão tanto ao nível das percepções quanto ao nível da formação dos conceitos e, neste sentido, esta pesquisa traz não apenas algumas percepções de Ciência e Tecnologia que os estudantes apresentam, mas também contribui no sentido de entender como estes estudantes interagem com tais percepções e com as publicações em jornais e revistas que divulgam a Ciência e a Tecnologia. A metodologia de pesquisa utilizada baseou-se no paradigma interpretativo, o qual pressupõe que o mundo real vivido é uma construção dos atores sociais na busca de significados. A partir deste paradigma construímos uma fonte de dados por meio de duas abordagens de pesquisa: a abordagem quantitativa e a abordagem qualitativa. Para coleta dos dados utilizaram-se as técnicas de entrevistas estruturadas, entrevistas semiestruturadas, questionário sociocultural e registro das atividades em sala de aula. Esta ampla coleta resultou em uma vasta fonte de dados que, após analisadas, nos levaram a traçar alguns indicativos para pensar numa intervenção na sala de aula considerando as percepções de Ciência e Tecnologia dos estudantes e a influência destas nos processos de significação. Além disso, os resultados nos levam a concluir que existe uma necessidade real de uma leitura crítica da divulgação científica por parte dos estudantes e esta leitura pode e deve ser realizada por meio de interações com textos de divulgação científica nas aulas de Ciências. / This thesis deals with the perception that secondary students in a public school in São Paulo, Brazil, have of Science and Technology, and with the relationship of such perception with the divulgation of Science. The main theoretical support for the research employed Vigotskis Socio-cultural Theory, and Bakhtins studies on discourse analysis. The main purpose of the thesis is the discussion of the aspects that involve Formal Education and the media, considering that man lives within a socio-cultural context and by means of constant interactions, builds meanings. The meanings attributed by man take place both at the level of perceptions as well as at the level of the formation of concepts, and in this sense, this research not only deals with some perceptions of Science and Technology that students have, but also contributes in understanding how such students interact with such perceptions and the newspapers and magazine publications that promote Science and Technology. The research methodology utilized was based on the interpretative paradigm, which presupposes that the real world is a construction by the social actors in the search for meanings. Starting from this paradigm a source of data was built through two research approaches: the quantitative and qualitative approaches. Data was collected through the technique of structured and semi-structured interviews, sociocultural questionnaire, and recording of activities in the classroom. This broad collection of data resulted in abundant source of data which, after analysis, permitted the drawing of some guidelines for an intervention in the classroom taking into consideration the perceptions of Science and Technology of the students and the influence of such perceptions in the signification processes. In addition, the results lead to the conclusion that there is a real need for a critical reading of the promotion of Science by students, and that this reading may be carried out by means of interaction with scientific divulgation texts in Science classes.

Made available in DSpace on 2015-09-25T12:21:34Z (GMT). No. of bitstreams: 1 PDF - Joab dos Santos Silva.pdf: 2557638 bytes, checksum: eb4c17cb37cdaf0038b24abd27ff6805 (MD5) Previous issue date: 2012-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work presents the constitution of an identity of Professional Master in Teaching Science and Mathematics/UEPB. The theoretical-methodological process is constituted by the composition of the documentary corpus consisting of oral sources, (semi-structured interviews carried out with the teachers who participated in their creation, implementation and development) following the theoretical-methodological reference of the Oral History Meihy (1998) based in one of the presentations of the course, structure of disciplines and cataloguing of dissertations (author, advisor, defense year, school level, content area, thematic focus, research line, area of concentration, theoretical-methodological base and final works), using as a theoretical reference Megid (1998). It has been observed that the identity is in the direction of greater training in the area of teaching, which is corroborated by the changes in the curriculum and the final works, with high incidence of educational techniques (elaboration of methodologies, current plans for use of virtual environment, conceptual approach, studies with research groups), even these researches taking the immersion of the teacher at his/her school reality and knowledge of the problems existing in it as reference points for the development to be proposed. / Este trabalho apresenta a constituição de uma identidade do Mestrado Profissional em Ensino de Ciências e Matemática/UEPB. O processo teórico-metodológico consta da composição do corpus documental formado por fontes orais, (entrevistas semiestruturadas realizadas com os professores do curso que participaram da sua criação, implantação e desenvolvimento) seguindo o referencial teórico-metodológico da História Oral Meihy (1998), de uma apresentação do Curso, estrutura da grade de disciplinas e catalogação das dissertações (autor, orientador, ano de defesa, nível escolar, área de conteúdo, foco temático, linha de pesquisa, área de concentração, base teórico-metodológica e trabalhos finais), utilizando como referencial teórico Megid (1998), Observou-se que a identidade constitui-se na direção de uma maior formação na área de ensino, o que é corroborado pelas mudanças na grade curricular e pelos trabalhos finais, com grande incidência das técnicas educacionais (elaboração de metodologias, planos de curso para uso de ambientes virtuais, abordagens de conceitos, estudos com grupos de pesquisa), mesmo estas pesquisas tomando a imersão do professor em sua realidade escolar e seu conhecimento dos problemas nela existentes como pontos de referência para o desenvolvimento a ser proposto.

Syftet med denna studie är att undersöka hur lärare som undervisar i naturorienterande ämnen (NO-ämnen) använder beprövad erfarenhet i sin NO-undervisningen utifrån lärarnas perspektiv. Hurt de uppfattar begreppet beprövad erfarenhet gällande undervisning, vilka begränsningar och möjligheter de anser finns gällande att genomföra undervisning med beprövad erfarenhet. Studien genomfördes med hjälp av intervjuer med nio verksamma lärare i grundskolan. Deras uppfattning jämfördes med forskning och de riktlinjer som skolverket satt för beprövad erfarenhet i undervisning. Intervjuerna visade att det finns en bred uppfattning om begreppet beprövad erfarenhet i  undervisning, lärarna ansåg att all undervisning genom läromedel och olika praktiska material bidrog till beprövad erfarenhet i undervisning utan att metodiken för själva undervisningen noggrant prövats i olika former för att nå ett så brett och ultimat lärande som möjligt går. Merparten av all undervisning sker genom att låta elever arbeta i färdigt material från läromedel sedan är det upp till varje lärare att individuellt utforma lektionsupplägget och metodiken.   Med denna studie vill vi tydliggöra hur lärare ser på och arbetar med beprövad erfarenhet i sin undervisning, samt vilka begränsningar och möjligheter lärarna anser sig ha i praktiken för att genomföra denna.  Resultatet av studien visar att merparten av lärare inte baserar sin undervisning på beprövad erfarenhet, på så sätt som skolverket tolkat kravet. Vår studie visar att beprövad erfarenhet till största del kan ses som att lärare under tid utvecklar individuella arbetssätt, innehåll och upplägg för sin undervisning. Dessa arbetssätt, innehåll och upplägg skapas dock oftast i samverkan med andra lärare vilket kanske kan anses bidra till beprövad erfarenhet. / The purpose of this study is to investigate how teachers who teach General science use proven experience in their teaching from the teachers' perspective. How they state that they perceive the concept of proven experience regarding teaching, what limitations and opportunities they consider exist regarding conducting teaching with proven experience. The study was conducted by semistructured interviews with nine active teachers in compulsory school. Their opinion was compared with research and the guidelines set by the school authorities for proven experience in teaching. The interviews showed teachers are familiar with  the concept proven experience but cannot verbalize its significance or meaning. The teachers believed that all teaching through teaching materials and various practical materials contributed to proven experience without the methodology of teaching itself being thoroughly tested in different forms to achieve such a broad and ultimate learning possible. The majority of all teaching is done by letting students work in finished material from teaching materials, then it is up to each teacher to individually design the lesson plan and methodology. With this study, we want to clarify how teachers view and work with proven experience as a base in their teaching, as well as what limitations and opportunities teachers consider there is in practice to implement this. The results of the study show that the majority of teachers do not base their teaching on proven experience, in the way that the school authorities interpret the requirement. Our study shows that proven experience can, for the most part, be seen as a teacher developing individual working methods, content and arrangements for his / her teaching. However, these methods, content and structure are usually created in collaboration with other teachers, which may be considered to contribute to proven experience.

This case study investigated the potential of a place-based watershed curriculum, using STEM principles, to increase watershed literacy and knowledge of human impacts on stormwater in the environment. A secondary goal was to examine whether the place-based connection and increased exposure to issues within their local watershed impacted the students' environmental attitudes and sense of place. Over 500 sixth graders participated in this localized curriculum, where they learned the science behind watershed issues on their own school campuses. They focused on ways humans can monitor and mitigate their impacts on stormwater, through engineering investigations. The mixed-method research study investigated the effectiveness of the OLWEDU curriculum, to address these key questions: 1) To what degree did the OLWEDU increase the students' combined watershed literacy? 2) To what extent did the OLWEDU affect their environmental attitudes? 3) How did using a STEM oriented and place-based curriculum make the learning more relevant? In order to provide a solid triangulation of data, this study used a quasi-experimental design format with multiple measures: a) A Pre-Posttest (PPT), was given to all of the students to gather quantitative changes in knowledge of watershed concepts, stormwater issues related to human impacts on the environment, and engineering techniques; b) A constructed-knowledge questionnaire (CKQ) was used with forty four of the participants, to gather additional quantitative data on the students' local watershed knowledge; c) an environmental attitudes survey (EAS) was included in this sub-sample group; d) interviews were conducted with ten of the students to examine their opinions on the STEM aspects of the curriculum in addition to the place-based connections between the unit and their community. The statistically significant results showed increases in overall watershed literacy, knowledge of human impacts on stormwater, engineering principles, and environmental attitudes. These findings will be used to improve the current curriculum, and have broader implications concerning the benefits of using a formalized middle-school 21st century standards-based curriculum to teach watershed literacy and promote pro-environmental attitudes by using a combination of Science, Technology, Engineering, and Math in a local, place-based context.

O Governo Federal, com o PNLD (Programa Nacional do Livro Didático) propõe avaliar e distribuir livros didáticos para todas as escolas públicas de Ensino Fundamental brasileiras. Os critérios para esta avaliação, bem como sua logística, são refinados a cada edição do Programa. No entanto, o impacto e as reações causadas pelo PNLD a quem ele realmente se destina, são pouco estudados. O PNLD chega até as escolas sob a forma do Guia de Livros Didáticos, material que pretende ser fundamental à decisão dos títulos a serem requisitados ao MEC. O estudo do processo de escolha dos livros didáticos por professores de 1a a 4a séries é o objetivo deste trabalho. Buscamos conhecer os critérios utilizados pelos docentes na opção pela obra a ser adotada, as interferências internas e externas ao andamento do processo, as opiniões e sugestões ao PNLD. O trabalho visa contribuir com o PNLD na medida em que expõe o processo sob o olhar do professor. Procura subsidiar novas pesquisas, e produções editoriais. E visa, sobretudo, ao expressar as dificuldades, necessidades e desejos dos professores, colaborar com as mudanças necessárias para a melhoria da qualidade do ensino brasileiro.O trabalho desta pesquisa realizou-se de maneira paralela a uma pesquisa oficial do Ministério da Educação, cujo autor dessa dissertação auxiliou na coordenação, e procurou - com visitas a escolas e entrevistas com professores - estudar o processo de escolha dos livros in loco. Obtivemos como resultados, expressivos relatos de professores sobre este processo, mostrando a diversidade de critérios e condições para as escolhas. Constatou-se o pouco uso do Guia, o desconhecimento de importantes etapas do Programa. Conhecemos as deficiências estruturais do PNLD, as pressões exercidas pelas editoras e pelo poder público. Pretendemos, com o relato de sugestões e análise dos dados coletados, fornecer subsídios para o aprofundamento de estudos relacionados ao Programa Nacional do Livro Didático, contribuindo para sua eficiência. / The Brazilian Federal Government , with the PNLD ( National Textbook Program ) aims to evaluate and distribute textbooks to all public elementary schools. The criteria for this evaluation , as well as its logistics are refined at each edition of the Program. However , the impact and reactions caused by PNLD at whom he really intended , are poorly studied. PNLD arrives at schools by the Guide Textbook , material that purports to be fundamental to the decision of the securities to be bought by Ministry of Education. The study of the choice of textbooks by primary teachers is the aim of this Master´s work. We seek to know the criteria used by teachers in the choice of textbooks adopted , internal and external interference to the progress of the PNLD , the opinions and suggestions to PNLD. The work aims to contribute to the PNLD exposing the process under the gaze of the teacher. Aims to contribute to new researchs and editorial productions . And aims mainly express the difficulties , needs and wishes of teachers , collaborate with the necessary changes to improve the quality of brazilian schools. This research work was carried out in parallel to an official survey by the Ministry of Education , whose author of this master thesis helped coordinate , and searched - with school visit´s and interviews with teachers - study the process of choosing books spot. The results obtained shows the diversity of criteria and conditions for the choices . It found little use of the Guide , the lack of important steps in the Program . We know the structural deficiencies of PNLD pressures exerted by publishers and public authorities . We intend, with suggestions and analysis of collected data, provide support for deepening related to National Textbook Program studies, contributing to its efficiency .

The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C, Nature of Science Literacy Test, Cell Content Knowledge Test, and interviews have been used for data collection. Categorization of the participants&rsquo / profiles on the NOS aspects, paired samples t-tests and one-way Multivariate Analysis of Variance (MANOVA) have been used for data analysis. The results have shown the participants have had misunderstandings about &ldquo / one method in science&rdquo / , &ldquo / no hierarchy between law and theory&rdquo / and &ldquo / difference between observation and inference&rdquo / while they have had expert views on &ldquo / role of creativity and imagination&rdquo / at the beginning of the study. For elimination of na&iuml / ve views, the EER approach has been found as effective. The approach has also been determined as effective on the increase in scientific literacy levels and learning on cell unit. In addition, the EER approach is more effective on learning cell content knowledge and gaining expert understandings of NOS than common approach in comparison group while there has been no difference between the scores of two groups in terms of scientific literacy levels.

This study intended to explore preservice elementary teachers&rsquo / science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females / n=216 males / and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo / personal science teaching efficacy beliefs and outcome expectancy.

This scientific research, conducted in the context of "Training, knowledge and professional development" Research Line, at the Doctorate Course on Education at the Graduate Program in Education at the Federal University of Santa Maria (UFSM), continues and extends the previous master research named "Between the Classroom and the Virtual: Movement Towards New Knowledge of higher education teaching" (BARBIERO, 2013). The study is the identification of two new knowledge of higher education: one is related to educational possibilities on the web, and the other is related to the use/integration of ICT on teaching-learning process; named as pedagogical-technological knowledge (PTK). We devise the thesis that the PTK, having its origin in the initial formation of the university professor and developed in classroom teaching, is improved on virtual teaching. The objective oj this research is to investigate the genesis and development of PTK of teachers in Archival Science (UFSM), with reference to digital culture and technological convergence. The specific objectives of the study are: mapping the configuration of PTK genisis in Archival Science (UFSM), bringing it close to ICT and the web; to characterize the configuration of PTK in Archival Science (UFSM) before virtual teaching, and to analyze the possible repercussion of virtual teaching in the [re] configuration of PTK in Archival Science (UFSM). On literature review we expanded the current knowledge of the subjec of that dissertation; deepening concepts as teacher training, teaching choreography, teaching in higher education, and studies related to contemporary sociodigital context. In this one, we approached digital culture and technological convergence, and studies on reflective collective intelligence. We have used a qualitative approach of a case study,in which, the starting point was the corpus consisting of oral interviews with teachers at the Documentation Department of UFSM, those who teach at Graduate Course in Archival Science (UFSM,) and at the Post-Graduate Course in Record Management (UAB/UFSM). The corpus received a new treatment of information, with the help of webQDA software and analytical improvement by discursive textual analysis. In the chapter of research findings, we have discussed the genesis and development of PTK in university education, in professional activities of classroom teaching, and virtual teaching. We also approached the development of Digital Technology Impermanence as characteristic of PTK in virtual teaching. / Esta investigação científica, realizada no contexto da Linha de Pesquisa Formação, saberes e desenvolvimento profissional , do Curso de Doutorado em Educação do Programa de Pós- Graduação em Educação da Universidade Federal de Santa Maria (UFSM) continua e amplia a pesquisa de mestrado do autor, Entre o Presencial e o Virtual: Movimentos em Direção a Novos Saberes da Docência Superior (BARBIERO, 2013). O estudo parte da identificação de dois novos saberes da docência superior: o saber relacionado com as possibilidades educativas da web e o saber relacionado com a utilização/integração das TDIC no processo de ensino-aprendizagem, denominados nesta tese por saberes pedagógico-tecnológicos (SPT). Nós construímos a tese de que os SPT, origináveis na formação inicial do professor universitário e desenvolvidos na docência presencial, são aprimoráveis na docência virtual. A pesquisa tem por objetivo geral: Investigar a gênese e o desenvolvimento dos SPT dos docentes em Arquivologia (UFSM), tendo como referência a Cultura da Convergência Digital e Tecnológica (CCDT). Os objetivos específicos do estudo são: Mapear a configuração da gênese dos SPT em Arquivologia (UFSM) frente à aproximação das TDIC e da web; Caracterizar a configuração dos SPT em Arquivologia (UFSM) na pré-incursão à docência virtual e Analisar as possíveis repercussões da docência virtual na [re] configuração dos SPT em Arquivologia (UFSM). Na revisão da literatura, ampliamos o conhecimento atual do tema a partir da referida dissertação, aprofundando os seguintes conceitos: formação de professores, coreografias didáticas, docência na educação superior e estudos referentes ao contexto sociodigital contemporâneo. Nesse, nós abordamos a cultura da convergência e os estudos sobre a inteligência coletiva reflexiva. Nesta pesquisa, de abordagem qualitativa, do tipo estudo de caso, o ponto de partida foi o corpus constituído por entrevistas narrativas com os professores do Departamento de Documentação da UFSM, atuantes no Curso de Arquivologia (UFSM) e no Curso de Pós-Graduação Especialização a Distância-Gestão em Arquivos (UAB/UFSM). O corpus produzido recebeu um novo tratamento das informações, com o auxílio do software webQDA e o aprimoramento analítico, mediante análise textual discursiva. No capítulo sobre os achados da pesquisa, discutimos a gênese e o desenvolvimento dos SPT na formação universitária, nas atividades profissionais, na docência presencial e na docência virtual. Ainda, nós abordamos o desenvolvimento da Impermanência Tecnológica Digital como característica dos SPT na docência virtual.