Josenilde Nogueira Paniago
REFERENCE: PANIAGO, Josenilde Nogueira. ESTUDO DE CASO DAS PRÁTICAS DE ENSINO DE PROFESSORAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM LÍNGUA PORTUGUESA E CIÊNCIAS DA NATUREZA. 2016. 1-101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2016.
AUTHOR: Josenilde Nogueira Paniago
TITLE: CASE STUDY OF TEACHERS 'TEACHING PRACTICES IN THE EARLY YEARS OF ELEMENTARY EDUCATION IN PORTUGUESE LANGUAGE AND NATURAL SCIENCES (ESTUDO DE CASO DAS PRÁTICAS DE ENSINO DE PROFESSORAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM LÍNGUA PORTUGUESA E CIÊNCIAS DA NATUREZA)
ADVISOR: Prof. Dr. Frederico Augusto Toti
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: 03/24/2016
ABSTRACT:
From the teaching practice of teachers of the early years of elementary school (EF), we investigated the conditions of science teaching developed in a multi-grade room in parallel with the teaching of Portuguese. The aim was to analyze the teaching practices of two teachers in the early years of the EF when they teach Portuguese Language and Sciences, seeking to detect whether or not there are convergences in the approaches of content and methodologies for a science teaching with progressive characteristics of scientific literacy in literacy perspective. The hypothesis is the teaching of Natural Sciences in the early years of EF is relegated to the background in the face of teacher education that, for this stage of education, generally prioritizes literacy. From the methodological point of view, this is a case study, in which the teachers' classes were recorded in the field diary, the photographs, the video recording and the analysis of documents. The collected data were configured in the following categories of analysis: teachers' personal and professional education and experience; teaching planning; classroom content approaches; teaching methods of teachers; pedagogical conceptions that support the teaching practices of the teachers. As a result, we highlight the different profiles of teachers and their teaching practices, bringing evidence of difficulties and potentialities to perform a pedagogical work, with practices closer to a Natural Sciences teaching in intersection with the Portuguese Language, with input in scientific literacy and the perspective of literacy with a progressive view. In addition, evidence has been gathered that science teaching, in fact, seems to be relegated to the background in this investigated educational context.
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