Name: IVETE GAVA DA SILVA
Publication date: 11/09/2020
Advisor:
Name |
Role |
|---|---|
| PATRICIA SILVEIRA DA SILVA TRAZZI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| GEIDE ROSA COELHO | External Examiner * |
| JUNIA FREGUGLIA MACHADO GARCIA | Internal Examiner * |
| MIRIAN DO AMARAL JONIS SILVA | External Examiner * |
| PATRICIA SILVEIRA DA SILVA TRAZZI | Advisor * |
Summary: This research aims to analyze the mediation performed by a teacher in an activity with a group of children of the 1st year of a municipal school in Vila Velha - Espírito Santo, based on the development of a formative and collaborative proposal involving the Teaching of Science by Research and in the elaboration of a sequence of investigative teaching on solid residues. For the development of our study we used the historical-cultural matrix and the Teaching of Sciences by Research as theoretical references. In the methodology, the qualitative research is constituted in a critical- collaborative action research, based on a formative/collaborative perspective. For the production of data we used records in the field diary, filming of classes, written records, student drawings and semi-structured interview with one of the teachers. The research subjects were twenty-one children from the 1st year of elementary school and five teachers from this segment. The data were analyzed based on the basic assumptions of teaching by investigation based on excerpts from the interaction between teacher and children and on the content analysis of the teacher's interview about the formative process. For analysis purposes, we delimited two main axes: 1 - mediation of teacher at work with students; 2 - the evaluation of the teacher during the formative process and in the mediation carried out with the students. In Axis 1, the results indicate that in the mediation carried out from the interaction of the teacher with the students, the presuppositions of science teaching by investigation emerged, such as problematization, survey and hypothesis testing, systematization and contextualization of knowledge. In axis 2, the results point to the challenges and possibilities of ENCI in the classroom of the early years. With the study we hope to contribute to the training of teachers through the proposal of teaching by research in a collaborative way. The study will result as an educational product, a didactic guide, containing the training, planned activities, execution and conclusions.
