Navegando por Autor "Sousa, Maria José Pereira de"

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Concepções pedagógicas de professores do ensino fundamental I da SEMED na perspectiva da abordagem CTS - Ciência, Tecnologia, Sociedade
(Universidade do Estado do Amazonas, 2017-07-11) Sousa, Maria José Pereira de; Araujo, Cleusa Suzana Oliveira de; Costa, Lucinete Gadelha da; Costa, Mauro Gomes da
The present work has as main objective to investigate the knowledge of SEMED training teachers regarding the CTS (Science, Technology, Society) approach, highlighting the importance of teacher education, as well as to verify the conceptions and difficulties of the application of the classroom approach. class by the teachers surveyed. We adopted a methodology of qualitative-quantitative approach, in the phenomenological perspective, subsidized by the theoretical-methodological framework about the historical-social and didactic aspects about the relations between the formation of the elementary school teacher with the conception of the CTS approach, having as subject the Forty-two elementary school teachers from the SEMED continuing education project. In the theoretical foundation, we prioritize teacher education with Piaget's constructivist tendency and the CTS approach in the educational context. We proceeded to analyze the data collected in mixed questionnaires with the teachers, seeking information about how to use a facilitating instrument to apply the CTS approach in the classroom and what are the obstacles faced by these professionals in the implementation of this approach. We found that teachers receive continuing education and know the CTS approach, as it is already foreseen in school planning, and the biggest difficulties faced by most teachers is the interaction between theory and practice and lack of material and structural support consistent with reality of schools. In the final considerations we analyze the process of teacher formation, pointing out proposals as alternatives of formation linked to the reality of the school, spaces of exchange and production of new knowledge and support for a formation of quality and efficiency. In this way the CTS movement inserted in the teaching process, can form citizens with a socially referenced vision in relation to science, technology and society, able to position themselves in front of problems in search of solutions.