Trabalho colaborativo com futuros professores: uma abordagem comunicativa dialógica nas aulas de ciências com base na interculturalidade

Abstract

The present thesis deals with a qualitative research that aimed to analyze a collaborative work through the adaptation and application of a didactic sequence for the development of the dialogic communicative approach in science teaching based on interculturality. Two students from the fourth semester of the Degree in Agricultural Sciences, from the Federal Institute of Education, Science and Technology of Bahia (IF Baiano), Senhor do Bonfim campus, participated in the study. The investigation was guided by the socio-interactionist paradigm and the Case Study, in which it was possible to use audio recordings, field diaries, as well as semistructured interviews to collect the investigated data. The analysis of the information took place through Content Analysis and the Communicative Approach Categories proposed by Mortimer and Scott (2020). The initial results indicate that future teachers had superficial knowledge about collaborative work, indicating scientism in an authoritative communicative approach. After the training obtained through collaborative work, it was possible to identify that this way of working enables a dialogical communicative approach, which considers the cultural contexts of the students through their previous knowledge and the scientific culture from the curricular content, preparing them to act in scientific education that has interculturality as its goal. It is noticeable that these subjects established a dialogic communication with students in science classes, in order to enable teaching with contextual meanings. It is believed that this production contributes to the development of new studies and initial teacher training. Particularly, for reflection on and in the pedagogical action of each school reality and subjects and, therefore, for science practices involving dialogues.