O conhecimento científico e as questões sociais e ambientais na formação inicial de professores de ciências: uma experiência na disciplina de Metodologia do Ensino de Ciências

Abstract

The objective of this research is to investigate the possibility of dialogue between scientific knowledge and the issues that permeate the social and environmental reality in the initial education of science teachers through the discipline of Science Teaching Methodology (MEC), offered in the course of Degree in Biological Sciences from the Federal University of Lavras (UFLA), Minas Gerais and developed in the second semester of 2019. For the presentation of the research carried out, this work was subdivided into chapters. The first chapter allows us to justify the relevance of the research through a brief history of initial teacher education in Brazil and the approach to issues present in initial science teacher education courses, which promote distorted views of the teaching role and the construction of the scientific knowledge in this type of specific training. Also in this chapter, their needs are addressed, emphasizing the importance of being grounded in a new conception of science. Thus, the second chapter presents the paths facing these problems and needs through the foundation of a new conception of science in teacher training courses, emphasizing the importance of inserting discussions on Science, Technology, Society and Environment (CTSA) in a as they make it possible to think of scientific knowledge in dialogue with environmental and social issues, which promotes a new vision in relation to science. In addition, in this chapter, the Teaching Methodology subjects are approached as means to propose ways that can face the problems of the courses of initial formation of science teachers. By identifying the relevance of these disciplines for this training, the third chapter of this work deals with the methodology of data constitution and analysis, emphasizing the discursive analysis proposed by the Bakhtin Circle, which proposes the identification of statements in the discourses, with the aim of to analyze, in addition to the pedagogical project of the Licentiate and Biological Sciences course at UFLA, the course plan of the MEC discipline and the evaluative activity carried out by the undergraduates of the discipline, considering that this discipline, in the second semester of the year 2019, was developed through a problematizing axis that is characterized by the destruction of the cerrado by fires. Thus, in the fourth chapter of the present work, the utterances present in each of the discourses analyzed were identified and discussed through the collation of utterances, a methodology proposed by the Bakhtinian discourse theory. Thus, the analyzes developed allow us to conclude that the possibility of dialogue between scientific knowledge and issues of social and environmental reality during the development of the MEC discipline, since it promotes the training of science teachers under the CTSA approach when developing the dialogue between science education and critical environmental education through the development of classes that present a dialogue between scientific content and the problem of the destruction of the cerrado in 2019.