Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-25T22:34:31Z
No. of bitstreams: 1
JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-27T20:37:19Z (GMT) No. of bitstreams: 1
JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Made available in DSpace on 2016-04-27T20:37:19Z (GMT). No. of bitstreams: 1
JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5)
Previous issue date: 2015-07-01 / A presente disserta??o tem como foco problemas espec?ficos no contexto educacional:
os desafios na constru??o de narrativas hist?rico-pedag?gicas, bem como a dif?cil tarefa
de utiliz?-las em sala de aula. Nesse contexto, busca-se atuar na forma??o docente para
a inser??o did?tica da Hist?ria e Filosofia da Ci?ncia (HFC), sendo as narrativas
hist?rico-pedag?gicas elementos para media??o do di?logo com esse p?blico espec?fico.
Essa iniciativa vem ao encontro de uma preocupa??o recorrente na literatura da ?rea:
um dos principais desafios relacionados ? transposi??o did?tica da HFC seria a falta de
prepara??o do professor. Conte?dos hist?ricos, filos?ficos e sobre a Natureza da Ci?ncia
ainda s?o pouco presentes em salas de aula. A inseguran?a e o desconhecimento do
assunto pelos professores costumam ser apontados como fatores que contribuem para
essa situa??o. Torna-se importante, portanto, que docentes (atuantes e em forma??o)
participem de reflex?es sobre a inser??o da HFC em sala de aula, conhe?am exemplos
de propostas de cunho hist?rico-filos?ficas para a abordagem de conte?dos de
ci?ncia e sobre a ci?ncia, desenvolvam compet?ncias que lhes permitam adapt?-las aos
seus contextos espec?ficos, bem como elaborar suas pr?prias propostas. Acredita-se que
essas quest?es sejam significativas para que realizem iniciativas conscientes de inser??o
da HFC em suas salas de aula. Considera-se que adaptar propostas did?ticas a contextos
educacionais particulares depende de se compreender de fato o que representam essas
propostas e qu?o flex?veis elas podem ser. A fim de contemplar esses objetivos,
elaborou-se produto educacional que se configura como um material did?tico voltado
para a forma??o docente, o qual foi aplicado em minicurso de extens?o na UFRN. O
material discute sobre o papel da HFC no Ensino, a Natureza da Ci?ncia e quest?es
historiogr?ficas. Traz uma sequ?ncia de atividades dial?gicas sobre aspectos da
transposi??o did?tica da HFC, especialmente significativos no que diz respeito ?s
narrativas hist?ricas. Utiliza-se como elemento de media??o nas discuss?es um conjunto
de textos hist?rico-pedag?gicos sobre a Hist?ria do V?cuo e da Press?o Atmosf?rica.
Abordam-se potencialidades, possibilidades e limita??es desse tipo de material. Para a
realiza??o do curso tomou-se como refer?ncia considera??es metodol?gicas da chamada
pesquisa-a??o. Almejaram-se transforma??es, modifica??es e a??es efetivas no pr?prio
material did?tico de forma??o a partir da viv?ncia do pesquisador-ministrante em
intera??es com os participantes do curso de extens?o e das impress?es relatadas pelos
participantes. Os desdobramentos nesse sentido foram incorporados ao material
did?tico. / The present dissertation focuses on specific problems in the educational context:
challenges in the construction of historical narratives for pedagogical use as well as the
difficult task of using them in the classroom. In this context, we seek to work in teacher
training for insertion of History and Philosophy of Science (HPS) in classroom, and
historical narratives become mediation elements to advance the dialogue with this
specific audience. This initiative is in line with a recurring concern: one of the main
challenges related to the didactic transposition of HFC would be the lack of teacher
preparation. Historical contents and Nature of Science are still absent in classrooms.
Insecurity and lack of knowledge by teachers are often mentioned as factors that
contribute to this situation. It is important, therefore, that teachers (active and in
training) take part in discussions concerning the inclusion of HPS in classroom. It is
relevant that they know examples of historic-philosophical didactic proposals to address
science and contents on science, develop skills to adapt them to their specific contexts
and to develop their own proposals. It is believed that these issues are significant to
undertake conscious initiatives to insert HPS in classrooms. It is considered that
adapting educational proposals to particular educational contexts depends on
understanding what these proposals indeed mean and how flexible they can be. In order
to address these objectives, we elaborated an educational product, a didactic material
focused on teacher training, which was used in an extension course at UFRN. The
didactic material discusses the role of HPS in Education, Nature of Science and
historiographical issues. It presents a series of dialogical activities on aspects of didactic
transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical
texts on the History of Vacuum and Atmospheric Pressure is used as a
mediation element in discussions. We address potential, possibilities and limitations
historical narratives. To carry out the course, it was taken into account methodological
concerns of so-called action research. There have been expected changes, modifications
and effective actions in the own teacher training material in face of the experience of the
researcher-lecturer in interactions with the participants of the course as well as in face of
impressions reported by the participants. Developments in this direction have been
incorporated into the teacher training material.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20296 |
| Date | 01 July 2015 |
| Creators | Nic?cio, Jos? Diogo dos Santos |
| Contributors | 26114597893, http://lattes.cnpq.br/2070193023615764, Videira, Antonio Augusto Passos, 81380259720, http://lattes.cnpq.br/1855174964691600, Germano, Auta Stella de Medeiros, 50276522400, http://lattes.cnpq.br/9487308554724839, Drummond, Juliana Mesquita Hidalgo Ferreira |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM ENSINO DE CI?NCIAS NATURAIS E MATEM?TICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0031 seconds