Mestrado Profissional em Educação

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Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Educação por Assunto "Ação mediada"

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    Ação mediada em uma aula investigativa sobre microrganismos junto a um grupo de alunos da 3º série do ensino médio de uma escola pública do município de São Mateus/ES
    (Universidade Federal do Espírito Santo, 2025-03-19) Oliveira, Yuri Bassi de; Trazzi, Patrícia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; https://orcid.org/0000-0002-9076-8018; http://lattes.cnpq.br/5590692258246830; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; Zanetti Neto, Giovani; ; http://lattes.cnpq.br/2040429017342187
    The theme of this research involves the discursive interactions between myself (teacher and researcher), a biology teacher, and a group of high school students from a public school in São Mateus, Espírito Santo, during an investigative class on microbiology. The objective of this research is to analyze the mediation carried out between the teacher, the researcher/author, and the students during the development of the Investigative Teaching Sequence on Microorganisms. The theoretical framework is based on the inquiry-based approach to science teaching and Wertsch’s historical cultural theory, called “mediated action.” The methodology adopted is qualitative, collaborative, and exploratory. Through the collaborative development and application of the investigative teaching sequence, the interaction between the agents was analyzed using instruments such as observation, field diary, questionnaires, and audio recordings of the interactions during the activities. The analyses were based on the principles of inquiry-based teaching and mediated action as the unit of analysis. The results indicated that intentional social interaction between students and teachers during investigative classes on microorganisms promoted a collaborative environment in which students could share ideas, discuss concepts and clarify doubts, enriching collective understanding. This process helped students develop social and communication skills essential for the construction of scientific knowledge. The research shows us that, through qualified and dialogical pedagogical mediation, it is possible to build an investigative activity in the teaching of Biology. As a result, a Teaching Guide was created with the aim of guiding, inspiring and encouraging other teachers to implement classes with an investigative approach
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    Saberes experienciais docentes e suas potencialidades para formação de professores de ciências/biologia
    (Universidade Federal do Espírito Santo, 2019-09-17) Gatti, Mariana Donateli; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; https://orcid.org/0000-0002-9004-3287; http://lattes.cnpq.br/8697611511940134; Pozzatti, Mariana; https://orcid.org/000-0003-1716-3378; http://lattes.cnpq.br/3569455295558153; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Trazzi, Patricia Silveira da Silva; https://orcid.org/; http://lattes.cnpq.br/3216357509717121
    This research aimed to understand how school contexts influence the construction of experiential knowledge of Science/Biology teachers. For this, we rely mainly on Tardif's ideas about teaching knowledge and Wersth's studies on mediated action, considering that experiential knowledge is built on the irreducible tension between the agents and the cultural tools they employ. We chose to produce the data through narratives from a focus group in which teachers discussed aspects related to school planning, classroom practice, and teacher work evaluation. Data analysis was performed using mediated action as a unit. Thus, we focus on the relationships established between the subjects and the mediation means they used to perform their actions. The results reveal that school contexts interfere in the construction of teaching experiential knowledge in several aspects. Institutional organization can influence the moment of exchange of experiences between peers, which influences the planning of interdisciplinary work and the possibilities for shared reflections. The resources present in schools interfere in the development of teaching practice as they enable or limit teachers' know-how. Another aspect that caught our attention was that, even with the many resources available in some schools, usually in private institutions, the choice or not to use them in practice may be linked to the opinions of other subjects who interact with teachers, such as example, the students themselves and their families. In this context, we have seen that, although mastering a certain cultural tool, it may or may not be appropriate by the teacher due to these interpersonal relationships and the discourses of power and authority that certain school agents exercise in the institutions. We note that external evaluations that fall on public institutions also influence teaching practice, as they generate a field of tension between management and teachers to ensure better results and, in turn, ensure a larger allocation of funds for institution. In addition, the bureaucracy that focuses teachers on tasks and curriculum content takes up a great deal of the time they have to plan and can stiffen lesson/teaching plans and, consequently, classroom practice. Although we have identified evidence of aspects that are more present in private schools, such as a greater presence of material resources and the strong influence of students' families on school dynamics; and aspects more present in public schools, such as the precariousness of material resources and greater freedom of teachers to make curricular adaptations, it is not possible and nor was it our intention to categorize these institutions, in view of the uniqueness of each context. Thus, even being in unique contexts of professional practice, and at different times of the teaching career, our results indicate that teachers share experiential knowledge. In this way, from this research emerged “Elements for a proposal for the formation of Science/Biology teachers that consider the teaching experiential knowledge”, which was constituted as the product of this work. Thus, we conclude that the experiential knowledge, which is part of the teaching knowledge, needs to be mobilized and further discussed in Science/Biology teacher education programs, in view of the possibility of contributing both to the teaching and learning process and to building a teacher’s professionalism.