ACTIO: Docência em Ciências

12

Authors: Ana Paula de Andrade Janz Elias, Marcelo Souza Motta

This text brings an interview with Professor Vinicio de Macedo during the event "Journeys of Education in Science and Mathematics", held in 2017 by the Postgraduate Studies in Science, Technology and Learning at Federal University of Technology - Paraná (UTFPR). In this interview the teacher discusses the teaching of mathematics, the relation of the students with this discipline, as well as on the posture of the mathematics teacher in front of the demands of its students. The interviewee also talks about national education plan and about the relationships between mathematics and students' daily lives. He also talks about his trajectory as a teacher evidencing the merits of the profession.

17

Authors: Tabatta Cristina Fritzen da Silva Lavarda, Patrícia Barbosa Pereira

In the present article a brief historical survey of researches in Language in Science Teaching in Brazil is shown. In order to identify the needs and the starting point of these researches, an important researcher was used in the area, in order to understand the constitution of the thematic line of Language and Teaching of Sciences, its main trends and characteristics, the most relevant theorical researchers of the area, the research and analysis methodologies used to research the Language in Science Teaching and the future direction of this line of research. For that, a semi-structured interview was conducted with a doctor, professor and researcher at the Federal University of Santa Catarina - UFSC. Using as a theoretical-methodological support the Discourse Analysis of the French line, we tried to understand some aspects of the researcher's discourse on relevant factors to the constitution of this research area.

19

Authors: Maria do Carmo de Sousa

This article aims to investigate the work of three Basic Education teachers. The researches are related to their practices in the classroom and were on occasion of the Professional Master in Education, Federal University of São Carlos (UFSCar). In this context, the course is configured as a special type of continuing education where the teachers of Basic Education, through researches carry out interventions in the classroom and, for this reason they have the opportunity to theorize about the practice and to practice the theory that bases their work in the classroom while they elaborate their dissertations. The Professional Master in Education presents itself as a new perspective for the continuing education of teachers, since the object and hence the search questions, come from classroom problems, which are directly related to teachers' professional practices, are soon located. In the specific case of the three dissertations that deal with mathematics teaching, when analyzing them we find that they are qualitative, systematic and intentional. They indicate that the teachers, when elaborating and developing their research, had as their starting point challenges related to the organization of teaching mathematics in their classrooms. One of them is related to how to break with a mathematics teaching that prioritizes the exercise paradigm. Such a challenge could be overcome in that, through the activities that make up the Master's course, the teachers had the opportunity to carry out interventions, to investigate, to study, to elaborate and to develop in their classrooms situations triggering the learning of Mathematics in the perspective of the Teaching Activity of Teaching. This way of organizing teaching allowed the teachers to elaborate differentiated teaching proposals and could take ownership of another theoretical and methodological perspective that is based on historical-cultural theory.

21

Authors: Jaiane Moraes Boton, Luiz Caldeira Brant de Tolentino-Neto

The teacher is seen as a mobilizer of knowledge that builds and reconstructs his knowledge according to his need. However, research shows that many teachers show a tendency to devalue their professional training. Considering the importance of the Practice as a Curricular Component (PCC) in the training of teachers and the peculiarities of the undergraduate courses in Biology, we aim to investigate and discuss how the subjects related to the CCP are distributed in Biological Sciences courses. In order to do so, we analyze Pedagogical Projects of Biological Sciences courses focusing on the following aspects: how the Practice is developed as a Curricular Component and in which semesters it occurs. Through documentary analysis (Lüdke and André, 2018), we realize that most courses are in conformity with the laws that regulate the duration and the compulsory workload for the Basic Education Teachers' Training courses, but should be in line with Resolution 2/2015, which will come into effect from July 2019. We have also seen that the CCP is often misunderstood and confused with the application of specific knowledge in the classroom, that is, with Supervised Curricular Internship or with laboratory practice techniques. However, CCP must be performed in different ways, without necessarily involving activities in the laboratory or field. In this sense, the Supervised Curricular Stages are the most opportune places to exercise the knowledge and skills developed with the PCC. In this sense, we consider the PCC as a moment of connection of the course, focused on the linking of the disciplines of the specific area with those of the pedagogical area and possible application in the classroom.

24

Authors: Débora Piai Cedran, Neide Maria Michellan Kiouranis

The Theory of Conceptual Fields, developed by French philosopher, mathematician and psychologist Gérard Vergnaud (1933), is a cognitive theory that refers to the construction of concepts as its essential foundation. The knowledge of an individual, according to Vergnaud, is constructed insofar as this person manages to establish relationships and conceptualize certain situations or problems. Bearing in mind these assumptions, the aim of this study was to sketch some basics, introduced by Vergnaud, that are based on the Theory of Conceptual Fields, such as conceptual fields, concepts, situations, schemes, operative invariants and representations. To this end, his early and current studies were consulted. More than the assumptions, the Theory of Conceptual Fields has proven relevant to understanding the development processes of scientific knowledge, in addition to constructing a good point of reference for the study, elaboration and understanding of practices for teaching sciences.

25

Authors: Sandro Tiago da Silva Figueira

This text shows the results of a doctorate research, which investigated a formative process offered to teachers who start in the teaching career of the municipal of Rio de Janeiro's education, focusing on methodological strategies for the teaching science. Our goals were to identify the didactic strategies for Science Education and teachers ' perception about the teaching-learning process, with a view to the construction of teachers about teaching and learning. The methodological path joined questionnaires with open questions and semi-structured interviews. We elaborated on this investigation the term theses teachers, that is, a form of reflective teachers to express themselves. Therefore, we recognize teachers as bearers of knowledge based on their practices. From the triangulation of empirical materials we weave our results by clarifying that the tensioning of reflections in the dynamics of the formation of science teachers may encourage an emotional climate for interaction in which the manifestation of beliefs and conceptions will become the basis for reflection, dislodge and cause other forms of practice committed to reality.