“Espanto e Conhecimento”: o ensino de ciências naturais na formação de professores

Abstract

This research, entitled: "Amazement and Knowledge" - the Teaching of Natural Sciences in teacher training, focuses on the training of teachers in Pedagogy for teaching science, with the question of the investigation: What are the possibilities for overcoming fragilities in the teaching of the contents of Natural Sciences in the training of teachers in the course of Pedagogy? It has as an empirical field, a degree in Pedagogy at distance from the Federal University of Mato Grosso (UFMT), which, since 1992, has been teaching this modality . The exploratory research uses analysis of documents and interviews as a data collection proceeding. The educational product is constituted by a formative proposition denominated: ‘’ Amazement and Knowledge" - a formative propoitionl for Natural Sciences teachers , composed of a Video and a Guide with didactic orientations. With regard to the teaching of Natural Sciences and teachers formation, the data was treated based on the contributions of: Arroio (2012); Bazzo (1998); Carvalho (2001, 2011, 2013); Delizoicov; Angotti (1994); Fourez (1995); Fumagalli (1998); Jarrosson (1996); Krasilchik (1987, 2000); Libâneo (1994, 2001); Longhini (2008); Nardi (2015); Santos (2008); Pimenta (1994, 1997, 2005), Praia; Cachapuz; Gil-Pérez (2002; 2004). Sasseron (2013); Santos (2008; 2015) Weissmann (1998); and to justify the discussions about the use of technologies and distance education, it is based on : Alonso (2005; 2014); Araújo; Peixoto (2016); Echalar; Peixoto (2017); Peixoto (2008 e 2015); Preti (2005) e Neder (2009). The training of teachers for the teaching of Natural Sciences has prioritized methodological aspects in detriment of scientific contents. When approached, these contents are fragmented and little in depth, beyond which, the practices of experimentation are little explored. Among the possibilities of overcoming these fragilities, it is indicated a structuring of the teacher training curriculum in the form of thematic aies and not of the disciplines, and the deepening of concepts and epistemological fundamentals related to both Science and Science teaching. The formative proposition provided a better comprehension – specially through the pre-production work, production , edition and video application – the possibilities of a formation teachers which articulate the theory and the practice, from learning associate questions of tecnical order, estetic order and pedagogicdidactic.