Mobilização de saberes para o ensino de ciências na perspectiva ciência, tecnologia e sociedade (CTS) : interfaces com a formação inicial docente na EAD

Abstract

In the context of digital culture, the teacher needs to develop specific teaching knowledge in permanent dialogue with knowledge built in various educational modalities. Some researchers (TARDIF, 2002; SHULMAN 1997; GAUTHIER, 1998) present categorizations about teaching knowledge that address the need to recognize the teacher's work consisting of plural teaching knowledge that enable the development of autonomy and professional identity. The main objective of this research is to analyze the mobilization of knowledge related to the perspective Science, Technology and Society (CTS) for the Teaching of Sciences, in the curricular component of Methodology of Teaching of Natural Sciences, during the initial formation of teachers of the Degree in Pedagogy EaD / UFRPE. As a theoretical contribution about the mobilization of teaching knowledge, the research prioritized the studies by Tardif (2002); Shulman and Gudmundsdóttir (2005); Gauthier and Tardif (1996); Gauthier (1998); Porlán and Rivera (1998); and Pimenta (1999). In addition, reflections on teacher education in the context of distance education, specifically those dealing with innovative teaching practices in the initial teacher education process, were addressed. Theoretical approaches to Science Teaching were also highlighted from the contributions of research on teaching knowledge related to the perspective Science, Technology and Society (CTS). The research was conducted with graduates of the Degree in Pedagogy - UFRPE / UAEADTec. The instruments used for data collection were official curriculum documents (PCN, 1997, PPC, 2014), VLE interfaces (didactic design, forum and assignment) and a questionnaire applied to the undergraduates. The research was qualitative and, in the treatment of data analysis in the VLE interfaces, studies by Kozinets (2014) on netnography were prioritized. For the analysis of applied questionnaires, we adopted the Dialogic Discourse Analysis (ADD), based on Bakhtin's (1986) approach. The curricular guidelines defined in both the PCN (BRAZIL, 1997) and PPC (2014) of the Degree in Pedagogy / UFRPE / UAEADTec supported the teaching plan and teaching practices in MECN classes. The didactic design proved to be a favorable environment for learning, considering that the diversity of didactic situations proposed during MECN classes also contributes to broaden the mobilization of teaching knowledge related to the CTS perspective for Science Teaching. The discussions involved critical reflection on the topics addressed, giving a broader view of the context of professional practice. The forums provided a process of interaction, using multiple contexts and different spaces of experience, providing a range of interpretations about the teaching knowledge to be mobilized during the training process. The assignment explored readings of texts, slides, videos and other resources available in VLE, contextualized with the pedagogical moments experienced in MECN classes. The undergraduates recognized that the issues addressed during the lectures regarding the CTS perspective provided a critical view on Science Teaching and contributed to position themselves in the face of the challenges to be faced during the profession, and guided the decision making necessary to solve the problems. We concluded that, besides the curricular teaching knowledge and experiences, the professional and disciplinary knowledge were mobilized during the MECN curricular component classes, in the Pedagogy Degree Course / EaD-UFRPE / UAEADTec.