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Previous issue date: 2015-06-09 / Nos meios educacionais tem-se observadas dificuldade em se formar professores que atendam ?s necessidades do ensino m?dio e superior, e uma das raz?es para isso s?o as diferentes viv?ncias na forma??o dos educadores em rela??o ?s que s?o encontradas em sala de aula. Assim, frequentemente surgem cr?ticas relacionadas a pertin?ncia e a efici?ncia dos cursos de licenciatura, no que refere ao cumprimento da sua natural miss?o, o que fragiliza a forma??o do professor. Com isso, a melhoria da qualidade da educa??o fica muito dependente das iniciativas dos professores, criando alternativas did?ticas para fortalecer suas atua??es no ensino. Partindo dessa reflex?o, conclui-se que a forma??o de professores necessita de novas propostas did?ticas que os qualifiquem, e assim possam promover a forma??o dos seus alunos de forma mais adequada. Dentre as propostas did?ticas apresentadas como alternativas para a forma??o inicial de professores pode-se utilizar o teatro cient?fico (TC). Considerando esta possibilidade, nesse trabalho tem-se como proposta investigar e discutir a influ?ncia do TC aliado ? experimenta??o na forma??o inicial de licenciandos em Qu?mica que participam dos Grupos de Teatro Fan?ticos da Qu?mica (UERN) e Qu?mica em Cena (UFRN). Para tanto, realizou-se, em uma primeira etapa, ensaios teatrais baseados no teatro do oprimido, e escritas de roteiros dramat?rgicos, numa proposta colaborativa. Para incorporar a experimenta??o em qu?mica aos ensaios teatrais, realizou-se uma pesquisa bibliogr?fica sistem?tica e, ap?s an?lise de conte?do, foram selecionados, as categorias, materiais e reagentes de f?cil acesso, procedimentos de f?cil execu??o e com baixos riscos de acidentes e f?cil tratamento dos res?duos qu?micos gerados. Na segunda parte identificou-se: a) as cren?as dos licenciandos na utiliza??o do TC aliado a experimenta??o para forma??o inicial de professores de qu?mica; b) a influ?ncia do TC aliado ? experimenta??o na aprendizagem de conceitos qu?micos de alunos do ensino m?dio que assistiram aos espet?culos; c) as raz?es para o uso ou n?o do TC aliado ? experimenta??o por professores de qu?mica que participaram dos grupos de TC e hoje atuam em sala de aula. Nesse estudo foram utilizados question?rios e entrevistas, compostos, respectivamente, por uma escala de Likert e quest?es abertas. Os dados quantitativos foram analisados por meios da estat?stica cl?ssica, usando como medidas de centralidade a m?dia, o argumento de concord?ncia e o desvio m?dio. Os dados qualitativos foram abordados segundo a an?lise de conte?do, com categorias que emergiram da leitura das respostas. Dessas an?lises concluiu-se que os licenciandos t?m uma vis?o positiva na utiliza??o do teatro cient?fico para divulga??o da qu?mica, para utiliza??o na aprendizagem de conceitos qu?micos, de saberes pedag?gicos e disciplinares, assim como para formar estrat?gia de promo??o ? pesquisa e a extens?o na Universidade. Eles creditam melhorias na sua forma??o inicial ? utiliza??o do teatro cient?fico aliado a experimenta??o. O TC oferece motiva??o para constru??o do pensamento conceitual de maneira informal de comunica??o da qu?mica, permitindo que o aluno amplie seus conhecimentos, favorecendo n?o somente a abordagem fenomenol?gica, mas tamb?m a constru??o do conhecimento qu?mico e a internaliza??o dos conceitos cient?ficos. / In educational observed difficulty in train teachers to meet the medium and
higher education needs, and one reason for this is the different experiences in the
training of educators in relation to those found in the classroom. So often arise
criticisms related to relevance and efficiency of degree courses, as regards the
performance of its natural mission, which weakens the teacher training. Thus,
improving the quality of education is very dependent on the initiatives of teachers,
creating teaching alternatives to strengthen their performance in school. From this
reflection, it is concluded that teacher training needs new educational proposals that
qualify, and so can promote the formation of his students more adequately. Among the
educational proposals as alternatives to initial teacher training may use the scientific
theater (TC). Considering this possibility, this work has been proposed as investigate
and discuss the influence of TC combined with experimentation in the initial training of
future teachers in Chemistry who participate in the Groups Fanatics chemistry Theatre
(UERN) and Chemistry on Stage (UFRN). Therefore, there was, in a first stage,
theatrical essays based on the theater of the oppressed, and written dramaturgical
scripts, a collaborative proposal. To incorporate experimentation in chemistry to theater
rehearsals, there was a systematic literature search and after content analysis, were
selected categories, materials and reagents easily accessible, easy procedures and
implementation with low risk of accidents and easy care chemical waste. In the second
part we identified: a) the beliefs of student teachers in the use of TC ally trial for initial
training of chemistry teachers; b) the influence of TC ally to trial on learning of
chemical concepts of high school students who attended the shows; c) the reasons for
using or not TC ally to trial by chemistry teachers who participated in the TC group and
currently work in the classroom. In this study, questionnaires and interviews were used,
compounds, respectively, by a Likert scale and open questions. Quantitative data were
analyzed by classical statistics the media, using as centrality measures the average, the
concordance argument and the average deviation. Qualitative data were discussed
according to content analysis, with categories that emerged from reading the answers.
These analyzes concluded that the licensees have a positive view on the use of scientific
theater for disclosure of the chemical for use in the learning of chemical concepts,
pedagogical and disciplinary knowledge, and to form promotion strategy for research
and extension at the University. They credit improvements in their initial training on the
use of scientific theater combined with experimentation. The TC provides motivation
for the construction of conceptual thinking in an informal way of chemical
communication, allowing the student to expand their knowledge, not only favoring the
phenomenological approach, but also the construction of chemical knowledge and the
internalization of scientific concepts.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20380 |
| Date | 09 June 2015 |
| Creators | Sousa J?nior, Francisco Souto de |
| Contributors | 03936872449, http://lattes.cnpq.br/7903084274135177, Nunes, Albino Oliveira, 01359342494, http://lattes.cnpq.br/7808069169974235, Santos, Anne Gabriella Dias, 05004206457, http://lattes.cnpq.br/2626033210573145, Malcher, Grazielle Tavares, 78318718372, http://lattes.cnpq.br/4519960290535334, Dantas, Josivania Marisa, 87478501400, http://lattes.cnpq.br/6685565063970044, Souza, Luiz Di, 01925100880, http://lattes.cnpq.br/0589648773241934, Hussein, Fabiana Roberta Gon?alves e Silva, Oliveira, ?tom Anselmo de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM QU?MICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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