Proposição para atualizar a habilidade de identificar com professores de biologia: contribuições da teoria de assimilação de P. Ya. Galperin
The ability to identify is related to understanding and solving different situations that, among others, define, identify and classify beings, processes and phenomena related to living environment. It plays an important role for education, assimilating contents and other skills, once it is conceived...
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| Formato: | doctoralThesis |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/23055 |
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| Resumo: | The ability to identify is related to understanding and solving different situations that, among others, define, identify and classify beings, processes and phenomena related to living environment. It plays an important role for education, assimilating contents and other skills, once it is conceived as a logical procedure directly related to the assimilation of scientific concepts, constituting teaching knowledge. In Brazil, taking into account the lack of work related to this dimension and the few ones have been found in the historical-cultural perspective in teaching this subject, it was proposed an update of this ability based on Galperin's theory, which can be configured as a didactic and pedagogical resource, strategic in training and professionalization process. This paper proposes a didactic system for the update of this ability; as a dimension of teachers’ professional knowledge from Rio Grande do Norte Federal Institute of Science, Technology and Education (IFRN), campus-Natal Central. The thesis defended the proposal of a didactic system, based on P. Ya Galperin’s theory, to update the biology teachers’ ability to identify. It can be a strategic, didactic and pedagogical resource in training and professionalization process. A methodological path was established to check the relevance of the thesis, conducted in three phases: theoretical work, empirical research and the proposal of a didactic system. In the empirical research, the following instruments were used: questionnaire, problematic task and observation, applied during diagnosis. The results of the analysis were used in proposing an educational system. The organization and data analysis, performed according to Bardin’s content analysis (2011), provided the inference of teachers’ representation, which was interpreted based on the model provided by BOA III for the ability to identify. Teachers’ representation was classified as medium development level, where teachers made conceptual and procedural mistakes in relation to the ability, which led us to the fact that they were familiar with the ability, but did not indicate the domain of the concept or actions’ structure for its performance. The proposal of the didactic system based on Galperin's theory was confirmed as strategic, didactic and pedagogical resource when the results of the diagnosis demonstrated a significant training need about the function of science and teaching epistemological identification, which led to the design of an epistemological model and a didactic model for the ability. Upgrading the ability is required. The steps proposed in Galperin’s Theory take relevance by relying on the concept of proximal development zone, taking into consideration the previous knowledge and providing learning. In addition, the perspective leads to the development of attitudes, values and beliefs which are related to personal development with collective influence, therefore, to professional development. |
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