Research-Intervention in Pedagogical Practice of Teachers of Natural Sciences and Mathematics in the Integral Secondary Education Schools.

• Grant number: 15/21973-2
• Support type: Regular Research Grants
• Duration: July 01, 2016 - December 31, 2017
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal researcher: Maria Guiomar Carneiro Tommasiello
• Grantee: Maria Guiomar Carneiro Tommasiello
• Home Institution: Faculdade de Engenharia, Arquitetura e Urbanismo. Universidade Metodista de Piracicaba (UNIMEP). Instituto Educacional Piracicabano. Santa Bárbara D'Oeste , SP, Brazil
• Assoc. researchers: Carolina José Maria ; Glaucia Uliana Pinto ; Josemeri Aparecida Jamielniak ; Lorival Fante Júnior

Abstract

This project focuses on the Natural Sciences (Physics and Chemistry) and Mathematics in secondary education in full-time public schools of state of São Paulo. It is intended, from a cooperative research to investigate teachers' practices in these areas in the secondary school classroom and contribute to the improvement of pedagogical mediation and student learning quality. If approved, will continue with two other already completed projects (FAPESP 2009/54874-6 and CNPq 407257/2012-8) which treated with the pedagogical mediation. The data from these projects show that one of the great difficulties of secondary school students in the areas of natural science and mathematics are the semiotic representations (symbolic). We chose to work with the school of integral education, because due to the longer dedication to teaching time, there is an expectation that teachers diversify the offer of different pedagogical approaches and enhance their formation. The objectives are to investigate how it is being put into practice the integral education in the public schools of Piracicaba/SP, identify the semiotic records and students' difficulties and resize the pedagogical practices with the support of intervention research, among others. We intend to assemble a working group - of professional of public school, teacher educators and teachers in training- observe and propose some lessons about certain topics, film them, transcribe them in detail and analyze them together. The analysis will be based on the assumptions of historical-cultural approach to development, seeking the evidence shown in acts of appropriation of knowledge, characteristic of the microgenetic analysis. (AU)