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| Author(s): |
Rebeca Chiacchio Azevedo Fernandes
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2015-07-31 |
| Examining board members: |
Jorge Megid Neto;
Roberto Nardi;
Maria Cristina de Senzi Zancul;
Thais Gimenez da Silva Augusto;
Ivan Amorosino do Amaral
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| Advisor: | Jorge Megid Neto |
| Abstract | |
The research is part of a set of actions in the Documentation Center in Science Education (CEDOC) of Faculty of Education/University of Campinas which aims to stablish the status of knowledge about Brazilian research in the area of Science Education. Although this production has been consolidated along more than four decades and has been in continuous expansion, there are just a few studies focusing on the first school years. The main aim is to discuss the characteristics and trends of the thesis and dissertations about school pedagogical practices in sciences in the elementary school, carried out in Brazil between 1972 and 2012, seeking for analyzing the following problems: what pedagogical innovations in science practices for elementary school were carried out by academic researches and which were the conditions for producing these innovations? Through CEDOC Thesis Bank 87 researches were identified from a universe of approximately five thousand works. An increase of production was observed after the 1990s and a great expansion on this area in the 2000s (75%), predominance of master degree dissertations (88%), 35% of the authors are graduated in Pedagogy, followed by Biology (31%) and Physics (9,5%) and a concentration of works in south/southeast (73%). After obtaining the complete texts of 71 researches, they were read thoroughly and analyzed based on the describers: Methodological characteristics; Interpersonal relations; Theoretical Referential and Pedagogical Model. It was observed the predominance of the Constructivist Model (73%), followed by the Sociocultural Model (15%) and STS Model (7%). The Rediscovery Model (3%) and the Technicistic Model (2%) consisted on innovations on the decades of 1970 and 1980. Related to pedagogical innovations it was observed that in 60% of the researches these innovations were created by the researchers, with the predominance of the vertical model of innovation proposal; 51% of the researches were motivated by issues related to the pedagogical practices which reflected on what was innovated on the research; 80% of them innovated methods and technics, followed by resources and means. About production conditions, factors interfering objectives related to structural, physical, material and wage issues as well as structure and curricular organization interfered on the implementation of the innovation. On the other hand, teacher and pedagogical team referring subjective factors in general were the most discussed as interfering on the proposal implementations. Related to objective interfering factors it was observed the necessity of public policies more focused on the real school needs. It is necessary to rethink about the relationship stablished in schools aiming collaborative partnerships with universities and setting up communities practices. The target is a more horizontal relationship between school and university, recognition of teachers knowledge and consideration of the context of the school on the proposition of pedagogical innovations (AU) | |
| FAPESP's process: | 11/09641-3 - Pedagogical Innovations in Science Education Research on School Practice in Elementary School (1972-2011) |
| Grantee: | Rebeca Chiacchio Azevedo Fernandes Galletti |
| Support Opportunities: | Scholarships in Brazil - Doctorate |