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Idéias curriculares em movimento: o processo de construção do currículo de química para o ensino médio na concepção de alguns licenciandos do IQUSP / This research reports on a study that evaluated the conception of chemistry curriculum for secondary level for two groups of undergraduate students in a Chemistry Teacher Education Program in the University of São Paulo. These groups of pre-service teachers were observed during a one-semester Chemistry Teaching Method discipline, an \"intersection discipline\" which joins chemical and pedagogical knowledge. This work focuses on the understanding of the construction of pre-service teachers\' ideal curriculum, on the main factors that influence the curriculum construction and on the contribution of the investigated discipline to the students\' concepts of ideal curriculum. Interviews, activities and plannings developed by the student teachers were studied. The interviews were analyzed by the interpretation of significative units in order to search for the elements that build the curriculum conceptions of these students. Activities were carried out in the beginning and in the end of the discipline and were analyzed to follow the ideal curriculum construction process. The chemistry plannings were grouped in terms of two different categories: General Education and Chemical Curriculum. Six emphasis constitute the first category: Career, Discipline, Product, Pedagogy, Democracy and Process. Three emphasis constitute the second one: Fundamental Chemistry, Chemistry, Technology and Society and Knowledge Development in Chemistry. The results obtained with ca. fifty students indicated that the Brazilian Educational Legislation has meaningful influence in their conceptions of chemical curriculum as could be observed by the unanimity of the Pedagogy category for both groups. However, the groups are different regarding the conception of an ideal chemistry curriculum. The first group values the concepts of both Fundamental Chemistry and Chemistry, Technology and Society. The second group sees as a priority the Chemistry teaching related to Technology and Society. For this group the emphasis in Knowledge Development in Chemistry is comparable to the emphasis in Fundamental Chemistry. When we analyze the answers of the students that emphasized both Fundamental Chemistry and Chemistry, Technology and Society, the results show that they support an ideal chemistry curriculum focused on both orientations: subject matter and learner-centered educational orientation. All analyzed activities produced by the two groups indicated that the discipline Chemistry Teaching Method influenced their chemistry curriculum conceptions. In the beginning of the discipline, an emphasis in organization was observed for both groups. After the discipline, the idea of organization is complemented by other characteristics such as flexibility and reflection. At the end of the discipline both groups have changed the idea of planning as strictly related to content organization. Future teachers have a history of influences that shape their curriculum conceptions; not all of them are in accordance to the changes that need to be made in Education. Nevertheless, our study reveals that the intersection disciplines offer an important opportunity to overcome the consequences of the different interpretations of the official texts and positively impact future teacher students.

Esta pesquisa refere-se a um estudo que avaliou a concepção de currículo de Química para o Ensino Médio de dois grupos de alunos da Licenciatura em Química da Universidade de São Paulo. Estes grupos de licenciandos foram observados durante um semestre, na disciplina Instrumentação para o Ensino de Química, uma \"disciplina de intersecção\", que relaciona conhecimentos químicos e conhecimentos pedagógicos. Este trabalho focou a compreensão da construção do ideal de currículo desses licenciandos, os fatores que influenciam tal construção e a contribuição da disciplina investigada nos conceitos de currículo ideal para estes estudantes. Entrevistas, atividades e planejamentos desenvolvidos pelos licenciandos durante a disciplina foram estudados. As entrevistas foram analisadas por meio da interpretação de unidades de significado com a intenção de encontrar elementos que participam da construção dos conceitos curriculares destes estudantes. Atividades foram produzidas no início e no final da disciplina e foram analisadas para a observação do processo de construção do ideal de currículo. Os planejamentos de Química foram agrupados segundo duas categorias: Educação Geral e Currículo de Química. A primeira categoria é composta por seis ênfases: Carreira, Disciplina, Produto, Pedagogia, Democracia e Processo. A segunda categoria é composta por três ênfases: Química Fundamental, Química, Tecnologia e Sociedade e Desenvolvimento do Conhecimento em Química. Os resultados obtidos com aproximadamente cinqüenta alunos indicaram que a legislação educacional brasileira exerce uma influência significativa em suas concepções de currículo de Química, como pôde ser observado pela unanimidade da categoria Pedagogia para os dois grupos. Entretanto, os grupos diferem quanto à concepção de um ideal de currículo na abordagem específica da Química. O primeiro grupo valoriza tanto os conceitos de Química Fundamental como os de Química, Tecnologia e Sociedade. O segundo grupo vê como prioridade o ensino de Química relacionado à Tecnologia e à Sociedade. Para este grupo, a ênfase no Desenvolvimento do Conhecimento em Química é comparável à ênfase em Química Fundamental. Quando analisamos as respostas dos estudantes que enfatizaram tanto a Química Fundamental quanto a Química, Tecnologia e Sociedade, verificamos que eles mantêm o foco do ideal de currículo de Química em ambas as orientações: focada no conteúdo e centrada na aprendizagem. Todas as atividades produzidas pelos alunos e que foram analisadas indicaram que a disciplina Instrumentação para o Ensino de Química influencia a concepção de currículo de Química dos licenciandos. No início da disciplina observase para ambos os grupos idéias de planejamento que enfatizam a organização de conteúdos. Ao final da disciplina os dois grupos mudaram a idéia de planejamento relacionada estritamente à organização e acrescentaram características como flexibilidade e reflexão. Os futuros professores têm uma história que influencia suas concepções curriculares, mas nem todas são condizentes com as mudanças que necessitam serem feitas na educação. Apesar disso, nosso estudo mostrou que, através de atividades planejadas com intencionalidade nas disciplinas integradoras é possível minimizar as diferentes interpretações dos textos legais realizando na prática um trabalho significativo com os alunos da licenciatura. / This research reports on a study that evaluated the conception of chemistry curriculum for secondary level for two groups of undergraduate students in a Chemistry Teacher Education Program in the University of São Paulo. These groups of pre-service teachers were observed during a one-semester Chemistry Teaching Method discipline, an \"intersection discipline\" which joins chemical and pedagogical knowledge. This work focuses on the understanding of the construction of pre-service teachers\' ideal curriculum, on the main factors that influence the curriculum construction and on the contribution of the investigated discipline to the students\' concepts of ideal curriculum. Interviews, activities and plannings developed by the student teachers were studied. The interviews were analyzed by the interpretation of significative units in order to search for the elements that build the curriculum conceptions of these students. Activities were carried out in the beginning and in the end of the discipline and were analyzed to follow the ideal curriculum construction process. The chemistry plannings were grouped in terms of two different categories: General Education and Chemical Curriculum. Six emphasis constitute the first category: Career, Discipline, Product, Pedagogy, Democracy and Process. Three emphasis constitute the second one: Fundamental Chemistry, Chemistry, Technology and Society and Knowledge Development in Chemistry. The results obtained with ca. fifty students indicated that the Brazilian Educational Legislation has meaningful influence in their conceptions of chemical curriculum as could be observed by the unanimity of the Pedagogy category for both groups. However, the groups are different regarding the conception of an ideal chemistry curriculum. The first group values the concepts of both Fundamental Chemistry and Chemistry, Technology and Society. The second group sees as a priority the Chemistry teaching related to Technology and Society. For this group the emphasis in Knowledge Development in Chemistry is comparable to the emphasis in Fundamental Chemistry. When we analyze the answers of the students that emphasized both Fundamental Chemistry and Chemistry, Technology and Society, the results show that they support an ideal chemistry curriculum focused on both orientations: subject matter and learner-centered educational orientation. All analyzed activities produced by the two groups indicated that the discipline Chemistry Teaching Method influenced their chemistry curriculum conceptions. In the beginning of the discipline, an emphasis in organization was observed for both groups. After the discipline, the idea of organization is complemented by other characteristics such as flexibility and reflection. At the end of the discipline both groups have changed the idea of planning as strictly related to content organization. Future teachers have a history of influences that shape their curriculum conceptions; not all of them are in accordance to the changes that need to be made in Education. Nevertheless, our study reveals that the intersection disciplines offer an important opportunity to overcome the consequences of the different interpretations of the official texts and positively impact future teacher students.

Identiferoai:union.ndltd.org:IBICT/oai:teses.usp.br:tde-30082018-154648
Date13 April 2007
CreatorsSandra Vaiteka
ContributorsCarmen Fernandez, Maria do Carmo Galiazzi
PublisherUniversidade de São Paulo, Ensino de Ciências, USP, BR
Source SetsIBICT Brazilian ETDs
LanguagePortuguese
Detected LanguageEnglish
Typeinfo:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis
Sourcereponame:Biblioteca Digital de Teses e Dissertações da USP, instname:Universidade de São Paulo, instacron:USP
Rightsinfo:eu-repo/semantics/openAccess

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