A elaboração de problemas intencionalmente argumentativos para o ensino de ciências : análise de um processo formativo com licenciandos em pedagogia

Abstract

The main objective of this thesis is to analyze the construction of intentionally argumentative problems for Science Education. Which were produced by undergraduate students in Pedagogy from a formative process on learning based on problem solving and argumentation. The research was carried out with students from the Federal University of Alagoas, at Campus A. C. Simões. The training process carried out at that institution is justified by the fact that the researcher was part of the teaching staff at the time. It was applied in the discipline of Knowledge and Methodologies of Science Education II, with students from the afternoon and night shifts, in the Exceptional Academic Period, which took place remotely through the Google Meet platform due to the COVID-19 pandemic. The training process was structured in seven moments: (I) Discussion about the theoretical assumptions of problem solving, conceptualization and characteristics of problem and exercise, typology of problems, and aspects for elaboration of problems, (II) Discussion about the theoretical assumptions of argumentation, its conceptualization and elements, (III) Discussion about the dialogue between aspects of problem solving and argumentation, (IV) Elaboration of intentionally argumentative problems by the undergraduates, (V) Discussion about SD planning, its components and dimensions, (VI) Directed orientation of the problems and activities proposed in the DS, and finally (VII) Presentation of the problems and didactic sequences produced by the undergraduates. Prior to the training process, a questionnaire was applied in order to recognize the previous knowledge of the undergraduates about the approach to problem solving and argumentation. After completing the training, interviews were conducted with some undergraduates. Due to the significant volume of data and seeking to meet our objectives, some cuts were made. Thus, the elaboration of two units of analysis were proposed: (I) the analysis of the previous conceptions of the undergraduates in relation to the approach of problem solving and argumentation and (II) the analysis of an intentionally argumentative problem. From the results obtained, it was possible to note approximations between the definitions and characteristics of problem and exercise, a discussion presented by the main authors of learning based on problem solving. However, confusions were also observed between the terms, something that commonly happens, as highlighted in the literature. Regarding the definition and characterization of argumentation, we observed that, despite the fact that the majority of undergraduates presents elements that somehow are also present in the approach, we note superficiality in part of the answers. Regarding the intentionally argumentative problem produced by the undergraduates, we consider that, through the orientation of the aspects, it was possible to enhance the argumentation in its statement, so that the occurrence of argumentative movements via the problem statement is guaranteed. However, we identified that the more structured the utterance is, in the final formulation, that is, contemplating the elements of argumentation in the process of elaboration of the problem, the greater the argumentative potential of the problem, providing elements that can maintain these discursive movements in the classrooms. We reiterate, based on the results obtained, the importance of discussing during initial and/or continuing education about the particularities and potential of the use of problem and exercise in the classroom, as well as the discussion about what argumentation is, how to take it for the classroom and how to promote its maintenance during activities.