DSpace Coleção:https://repositorio.ufba.br/handle/ri/304852024-03-28T10:38:08Z2024-03-28T10:38:08ZProblematização na educação intercultural: contribuições necessárias ao ensino de ciênciasSantana, Uilian dos Santoshttps://repositorio.ufba.br/handle/ri/391772024-03-07T17:18:30Z2024-02-26T00:00:00ZTítulo: Problematização na educação intercultural: contribuições necessárias ao ensino de ciências
Autor(es): Santana, Uilian dos Santos
Primeiro Orientador: Baptista, Geilsa Costa Santos
Abstract: In light of the diverse educational landscape in Brazil, it becomes imperative to comprehend
and chart pathways through which science education can acknowledge and celebrate diverse
cultures. In this context, intercultural education becomes not only compelling but also essential,
particularly in ensuring that students from traditional communities have their knowledge duly
recognized. Furthermore, it is crucial to imbue the teaching process with a problematizing
approach, fostering a critical examination of the hegemonic influence of Western science in
science classrooms, acknowledging the existence of traditional knowledge. Delving into
questions and inquiries emerges as a necessary avenue for significant contributions. This
research, structured as a multipaper format, aims to analyze the contributions of
problematization through questions and inquiries in fostering intercultural dialogue in the
teaching of science within traditional communities. The specific objectives include: a)
investigating the contribuitions between the Freirean and Bakhtinian perspectives within
intercultural scientific education through problematization; b) reflecting about the potential of
local pedagogies in traditional communities to engage in problematization through questions
and inquiries in the context of intercultural science teaching; c) analyzing how construction of
a teaching sequence through problematization based on the sociocultural realities of students
can favor culturally sensitive teacher training, particularly in the field of Biology. To address
the first specific objective, the first chapter presents a theoretical study that connects the
pedagogy of questioning and the problematizing teaching of Paulo Freire with the perspective
of language construction of statements and interactions based on Bakhtin's Circle. This is
complemented by the inclusion of questions and inquiries aimed at fostering intercultural
scientific education. Emphasis is placed on promoting dialogical epistemic balance to
comprehend the role of science and to plan intercultural problematizing statements, structures
intended to encourage intercultural dialogue in classrooms, thereby promoting intercultural
scientific education. In the second chapter, designed to fulfill the second specific objective,
involves a study with a class from a public high school in the Retiro community in Coração de
Maria/BA. Through a synthesis of conversations with students, the biology teacher, and the
researcher, along with field notes, the study aims to analyze local pedagogies in this community,
understand the traditional knowledge of students, and present intercultural problematizing
statements applicable in science classrooms. The third specific objective originates the third
chapter, in which the collaborative construction of an Intercultural Problematizing Teaching
Sequence (IPTS) between the researcher and a Biology teacher was analyzed. As a result, there
was an enrichment of the culturally sensitive profile, as well the relevance of community
knowledge and the development of activities that are related to the local context. Thus, we
underscore the importance of imbuing teaching with a problematizing approach that values the
knowledge of students from traditional communities. The intentional planning of inquiries and
questions, when planned and organized in intercultural problematizing statements, serves to
provoke interactions and dialogues in classrooms, enhancing the comprehension of science as
a culture among others and deepening the process of intercultural scientific education.
Editora / Evento / Instituição: Universidade Federal da Bahia
Tipo: Tese2024-02-26T00:00:00ZQuestões sociocientíficas na formação de professores: caminhos para uma educação científica interculturalCunha, Camilahttps://repositorio.ufba.br/handle/ri/391762024-03-07T17:12:28Z2023-12-22T00:00:00ZTítulo: Questões sociocientíficas na formação de professores: caminhos para uma educação científica intercultural
Autor(es): Cunha, Camila
Primeiro Orientador: Baptista, Geilsa Costa Santos
Abstract: Considering the perspective of intercultural science education, we carried out a research project to investigate theoretical and methodological approaches to socio-scientific issues in the context of training biology teachers who are sensitive to cultural diversity. Intercultural science education reads school reality from a cultural perspective and brings us face to face with the understanding of science as one of many existing cultures. It approaches the school as a space for cultural encounters, which often reverberate in conflicts and convergences, when in dialog with the students' cultures. Teaching science is therefore teaching another culture and the way we teach this culture makes all the difference to learning. Teaching in this way also presupposes the development of intercultural, or even culturally sensitive, teacher training. In the search for ways to provide this training for future teachers, we investigated how socio-scientific issues can be productive in promoting this training. To achieve this goal, we considered the following specific objectives to be productive: 1) Delimit an understanding of intercultural science education and the training of teachers sensitive to cultural diversity; 2) Discuss the nature of socioscientific issues, their pedagogical directions and didactic uses in dialogue with the training of teachers sensitive to cultural diversity; 3) Develop design principles and an educational intervention in the training of Biology teachers involving socioscientific issues and the development of sensitivity to cultural diversity; and 4) Evaluate the validity and suitability of design principles based on the analysis of an educational intervention. At the convergence of these two research sites, design principles and an intervention proposal emerged, built on the methodological path undertaken by Educational Design Research. Four design principles were developed which together structured a short course applied between August and October 2021 in the context of the Pedagogical Residency Program at the State University of Feira de Santana. The development of the design principles was based on a review of the literature on intercultural science education, teacher training based on it and social and scientific issues. Three of the four design principles were validated based on the analysis of teaching episodes and the researcher's field diary. The design principles were given names that summarize their aims in terms of training teachers who are sensitive to cultural diversity: 1) Plurality of reasons; 2) Epistemological reflections and negotiation of meanings; 3) Intercultural dialogue. In addition to validating these principles, we also found that the intervention time should be extended to include the fourth design principle - Intercultural Sensitivity. Finally, we believe that our design principles and our intervention can advance cognitive, affective, behavioral and ethical aspects of science teachers and that they are oriented towards respect and consideration of the diverse cultures found in classrooms.
Editora / Evento / Instituição: Universidade Federal da Bahia
Tipo: Tese2023-12-22T00:00:00ZProdução de narrativas digimáticas em jogo de mundo abertoMoura, Juliana Santanahttps://repositorio.ufba.br/handle/ri/390552024-02-21T11:24:56Z2023-10-05T00:00:00ZTítulo: Produção de narrativas digimáticas em jogo de mundo aberto
Autor(es): Moura, Juliana Santana
Primeiro Orientador: Barbosa, Jonei Cerqueira
Abstract: This work, in multipaper format, focuses on the production of digital mathematical narratives in Minecraft, comprising three studies guided by the following objectives: Identify the contributions of Actor-Network Theory to the study of digital games in Mathematics Education; Describe what mathematical narratives are produced by humans and non-humans in Minecraft; Identify and describe the tensions and assemblages that arise in the production of mathematical narratives in Minecraft. For the empirical studies, we used secondary data produced during a 2018 college extension workshop in an urban public school with 5th grade students. For the theoretical study, we conducted a reanalysis to illustrate the theoretical shifts that the Actor-Network Theory brings to the field of Mathematics Education. We draw on the theoretical and methodological contributions of the Actor-Network Theory. Our analyzes show that digimatics narratives are the product of a sociotechnical network fed by obstacles that strain the relationships and processes of teaching and learning mathematics. The thesis we argue is that Minecraft, the sandbox game, is configured as an actor with agency in the process of teaching and learning mathematics. And that by associating themselves with Minecraft and mathematical knowledge, children produce Digimatic Narratives.
Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA
Tipo: Tese2023-10-05T00:00:00ZEducação CTS/CTSA: uma análise a partir das contribuições de Imre Lakatos e Hugh LaceyDionor, Grégory Alveshttps://repositorio.ufba.br/handle/ri/389892024-02-02T18:37:42Z2023-07-24T00:00:00ZTítulo: Educação CTS/CTSA: uma análise a partir das contribuições de Imre Lakatos e Hugh Lacey
Autor(es): Dionor, Grégory Alves
Primeiro Orientador: Nunes Neto, Nei de Freitas
Abstract: Between the 1960s and 1970s, there was a growing concern about problematizing and critically thinking about scientific activity, mainly observing its social impacts, given the socio-environmental consequences of events/situations such as the perception of the effects of environmental degradation resulting from industrialization, atomic bombs and the Vietnam War. Thus, studies emerged that would later be called the STSE Movement (Science-Technology-Society-Environment). Among the fronts of action of this movement, there is one aimed at structuring education from the perspective of mobilizing the STSE spheres – STSE Education. From this, we noticed gaps that are still little explored in theoretical-epistemological reflections in STSE Education studies within this research program, considering the broader context of the field of research in Science Education. When we talk about a “broader research context”, the interpretations are varied, because, depending on the theoretical contribution on which they are based, its constitution changes. One of the possibilities for understanding the fundamental bases of a field of research is through epistemological analyzes from areas such as History and Philosophy of Science, through authors such as Imre Lakatos and Hugh Lacey. The choice of Lakatos as one of the central authors for the analysis here is due to the potential that we perceive in his work to understand scientific theories and, thus, serve as a guide for our look at research in STSE Education. However, because we did not perceive an in-depth discussion in Lakatos about the relationship between values and science, we turned to Lacey as the other central author for our analysis, as he raises precisely this issue in meta-scientific studies. Therefore, this thesis aims to: Evaluate the theoretical foundations of STSE Education based on the complementary epistemological frameworks of Imre Lakatos and Hugh Lacey. To this end, this objective is subdivided into two specific ones, being (i) Understanding the theoretical-epistemological contributions of two authors from the Philosophy/Sociology of Science – Imre Lakatos and Hugh Lacey – and how their approaches can complement each other in the construction of a more comprehensive vision for understanding science, especially centered on values; (ii) Analyze, through an integrative literature review, whether and how publications in the field of Science Teaching research regarding STSE Education present in their foundations epistemological contributions characteristic of Lakatos and Lacey's studies. This thesis is presented in the format of a collection of articles, with each chapter-article covers one of the specific objectives. Whether through Lakatos aiming to understand how science (re)constructs itself and also reaffirming the importance of the intertwining between history and philosophy of science, or through Lacey tensioning how epistemic and non-epistemic values influence and are influenced, in praxis, through/in Science and Technology, we see meta-scientific studies advancing and regressing, simplifying and complexifying such deep relationships, realizing the complexity that the field of research in STSE Education has been developing over the decades of its existence. The field of research in CTSA Education, in its foundations proposed in the literature, presents a dense structure in its theoretical constitution, visible due to exhibiting, even if in greater or lesser development, contributions from both Lakatos and Lacey.
Editora / Evento / Instituição: Universidade Federal da Bahia
Tipo: Tese2023-07-24T00:00:00Z