O que ha por tras da busca pela melhoria do ensino : um projeto educacional em geologia
Juliana Chioca Lopes Marteleto
DISSERTAÇÃO
Português
(Broch.)
T/UNICAMP M361q
Campinas, SP : [s.n.], 2002.
272 p.
Orientador: Ivan Amorosino do Amaral
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Resumo: A pesquisa analisa criticamente um Projeto de extensão em ensino de Geologia para alunos e professores da escola básica, desenvolvido pelo Museu de Minerais e Rochas da Universidade Federal de Uberlândia (UFU-MG), de 1994 a 1997, no qual a autora atuou como um dos implementadores. A questão...
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Resumo: A pesquisa analisa criticamente um Projeto de extensão em ensino de Geologia para alunos e professores da escola básica, desenvolvido pelo Museu de Minerais e Rochas da Universidade Federal de Uberlândia (UFU-MG), de 1994 a 1997, no qual a autora atuou como um dos implementadores. A questão norteadora da investigação é a discussão do teor da melhoria do ensino levada a efeito pelo Projeto, tendo em vista os possíveis significados da inovação educacional e tomando como referencial a concepção de ensino por ele difundida. Esta categoria analítica foi desdobrada em três sub-categorias: prevalência do ensino teórico ou prático; desconsideração ou valorização do cotidiano; adoção da multi ou interdisciplinaridade. As mesmas foram extraídas de um conjunto de controvérsias que marcaram o desenvolvimento histórico dos modelos de ensino de Ciências, cujas inovações sucessivamente introduzidas se configuraram a partir de mudanças em suas respectivas concepções de Ciência, Ambiente e Educação. Concluiu-se que: o Projeto implementou uma inovação de teor eminentemente técnico-operacional e desenvolveu a metodologia de ensino como um conjunto de técnicas, procedimentos e recursos neutros, ahistóricos e apolíticos; valorizou explicitamente o ensino prático mas configurou-se, em essência, como predominantemente teórico. Em síntese, propagou um ensino fundamentalmente tradicional travesti do de modemidade, afastando-se das recomendações recentes para o encaminhamento do ensino de Geologia e de Ciências na escola básica. Concluiu-se, também, que: os conflitos e contradições entre o praticado e o idealizado pelo Projeto refletiam o contexto histórico das condições de formação e de trabalho de seus implementadores, que, nitidamente, atravessavam uma fase de transição entre paradigmas pedagógicos
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Abstract: The research analyses critically an extension project in Geology teaching for students and teachers of
basic school, developed by the MineraIs and Rocks Museum of the Federal University of Uberlândia (UFU-MG), from 1994 to 1997, in which the authoress worked as a founder. The main question... Ver mais Abstract: The research analyses critically an extension project in Geology teaching for students and teachers of
basic school, developed by the MineraIs and Rocks Museum of the Federal University of Uberlândia (UFU-MG), from 1994 to 1997, in which the authoress worked as a founder. The main question of the investigation is the discussion about the teaching improvement achieved by the Project, considering the possible meanings of educational inovation and taking the teaching concept disseminated by it as the principal point of reference. This analytical category was split up into three subcategories - the prevalence of the theoretical teaching or the practical one; the daily life appreciation or depreciation; the adoption of multi or interdisciplinarity. These subcategories were extracted from a list of controversies which appear in the historical development of the Sciences teaching models, whose inovations were sucessively established from changes in their respective conceptions of Science, Environment and Education. It was concluded that the Project has implemented an inovation of highly technical-operational meaning and has developed the teaching methodology as a list of techniques, proceedings and neutral resources, not historical or political. It has cleary valued pratical teaching but, in essence, configured itself as predominantly theorical. Summing up, it has disseminated a traditional education disguised on modemity. It has also concluded that the conflits and contraditions between what was practised and what was idealized by the Project used to reflect the historical context of profissional formation and the founders' work conditions, who certainly had to deal with a transition stage among pedagogical paradigms Ver menos
basic school, developed by the MineraIs and Rocks Museum of the Federal University of Uberlândia (UFU-MG), from 1994 to 1997, in which the authoress worked as a founder. The main question... Ver mais Abstract: The research analyses critically an extension project in Geology teaching for students and teachers of
basic school, developed by the MineraIs and Rocks Museum of the Federal University of Uberlândia (UFU-MG), from 1994 to 1997, in which the authoress worked as a founder. The main question of the investigation is the discussion about the teaching improvement achieved by the Project, considering the possible meanings of educational inovation and taking the teaching concept disseminated by it as the principal point of reference. This analytical category was split up into three subcategories - the prevalence of the theoretical teaching or the practical one; the daily life appreciation or depreciation; the adoption of multi or interdisciplinarity. These subcategories were extracted from a list of controversies which appear in the historical development of the Sciences teaching models, whose inovations were sucessively established from changes in their respective conceptions of Science, Environment and Education. It was concluded that the Project has implemented an inovation of highly technical-operational meaning and has developed the teaching methodology as a list of techniques, proceedings and neutral resources, not historical or political. It has cleary valued pratical teaching but, in essence, configured itself as predominantly theorical. Summing up, it has disseminated a traditional education disguised on modemity. It has also concluded that the conflits and contraditions between what was practised and what was idealized by the Project used to reflect the historical context of profissional formation and the founders' work conditions, who certainly had to deal with a transition stage among pedagogical paradigms Ver menos
O que ha por tras da busca pela melhoria do ensino : um projeto educacional em geologia
Juliana Chioca Lopes Marteleto
O que ha por tras da busca pela melhoria do ensino : um projeto educacional em geologia
Juliana Chioca Lopes Marteleto
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