Professores não habilitados para o ensino das ciências naturais e suas consequências: teóricas e práticas
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2015
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A presente dissertação mostra uma investigação qualitativa e quantitativa sobre professores de ciências naturais da Rede Estadual de Ensino em Pernambuco. Tem como objetivo geral analisar a concepção dos professores de Ciências Naturais da rede pública estadual em Caruaru/PE, quanto ao fato de estarem lecionando disciplinas que não são da sua área de formação acadêmica. Os teóricos que deram embasamento à pesquisa empírica foram: Brzezinski (2008), Freire (2009), Perrenoud (2002), Gadotti (2010), Delizoicov (2002), Bordignon (2004) entre outros. A análise documental foi realizada a partir dos documentos oficiais do Estado que direcionam a docência no ensino Básico no Brasil: Lei de Diretrizes e Bases da Educação (LDB-1997); Plano Nacional de Educação (PNE-2001); Parâmetros Curriculares Nacional (PCN-1997); Conferência Nacional de Educação de 2010 (CONAE-2010).
Utilizou-se um questionário com o universo (119 docentes) dos professores que lecionam ciências naturais na rede púbica estadual no ensino médio no município de Caruaru/PE, com um dos objetivos mapear o número de professores que lecionam sem formação específica para o ensino das Ciências Naturais e as práticas dos 119 professores acerca do cotidiano em sala de aula. Este questionário possibilitou mapear os professores que estão fora de sua área específica de formação. Representam um total de 11 professores que corresponde a 12,8% do total de docentes. Entrevistamos 3 gestores: o representante da Gerência regional do agreste (GRE) e dois gestores de escolas, um de uma escola de referência (escolas de horário integral) e um de uma escola em horário parcial (representa o modelo da maioria das escolas estaduais do município), aos quais questionamos sua percepção acerca desta situação no intuito de perceber as dificuldades vivenciadas por estes profissionais frente às necessidades de docentes em ciências naturais no município de Caruaru. Por fim selecionamos 5 professores dos 11 que não possuíam formação acadêmica específica e entrevistamos no sentido de saber suas concepções acerca de ministrarem aulas sem a formação em ciências naturais. Os resultados apontam para um discurso dos professores onde os sentidos e significações mostram que a escola não está qualificando, contribuindo para um serviço à comunidade de péssima qualidade.
The present master’s thesis presents a qualitative and quantitative research on Natural Sciences teachers in the education system of Pernambuco state. It has as a general objective to analyze how teachers understand Natural Sciences in the state public education in Caruaru city/ PE, considering that they teach courses that do not belong to their area of academic formation. The theoreticians that gave us support to the empirical research are: Brzezinski (2008), Freire (2009), Perrenoud (2002), Gadotti (2010), Delizoicov (2002), Bordignon (2004) among others. A documentary analysis was conducted from official state documents that guide teaching in Basic Education in Brazil: the Law of Guidelines and Bases of Education (LDB-1997); the National Education Plan (PNE-2001); the National Curriculum Parameters(PCN-1997), and the National Conference of Education 2010 (CONAE-2010). We used a questionnaire with the amount of 119 teachers who teach Natural Sciences at the state public system in high schools of Caruaru/ PE. One of its aims was to map the quantity of teachers who teach without a specific training in Natural Sciences, as well as the practices of those 119 teachers about daily life in the classroom. The questionnaire allowed mapping the teachers that do not work in their specific area of training. They represent a total of 11 teachers, that means, 12.8% of the amount of professionals. We interviewed three managers: the representative of the Regional Management of “Agreste” Region (GRE) and two school administrators: one from a leading school (a full-time school) and another from a part-time school (representing the model of most state schools of Caruaru). We made some questions about their perception of such a situation in order to understand the difficulties experienced by these professionals face to the needs of the Natural Science teachers in that city. Finally we selected six from 11 teachers who had no specific academic training and interviewed them in order to know their views about teaching classes without a training in Natural Sciences. The results point to teachers' conceptions about the fact that they are teaching in areas different from those of their academic formations.
The present master’s thesis presents a qualitative and quantitative research on Natural Sciences teachers in the education system of Pernambuco state. It has as a general objective to analyze how teachers understand Natural Sciences in the state public education in Caruaru city/ PE, considering that they teach courses that do not belong to their area of academic formation. The theoreticians that gave us support to the empirical research are: Brzezinski (2008), Freire (2009), Perrenoud (2002), Gadotti (2010), Delizoicov (2002), Bordignon (2004) among others. A documentary analysis was conducted from official state documents that guide teaching in Basic Education in Brazil: the Law of Guidelines and Bases of Education (LDB-1997); the National Education Plan (PNE-2001); the National Curriculum Parameters(PCN-1997), and the National Conference of Education 2010 (CONAE-2010). We used a questionnaire with the amount of 119 teachers who teach Natural Sciences at the state public system in high schools of Caruaru/ PE. One of its aims was to map the quantity of teachers who teach without a specific training in Natural Sciences, as well as the practices of those 119 teachers about daily life in the classroom. The questionnaire allowed mapping the teachers that do not work in their specific area of training. They represent a total of 11 teachers, that means, 12.8% of the amount of professionals. We interviewed three managers: the representative of the Regional Management of “Agreste” Region (GRE) and two school administrators: one from a leading school (a full-time school) and another from a part-time school (representing the model of most state schools of Caruaru). We made some questions about their perception of such a situation in order to understand the difficulties experienced by these professionals face to the needs of the Natural Science teachers in that city. Finally we selected six from 11 teachers who had no specific academic training and interviewed them in order to know their views about teaching classes without a training in Natural Sciences. The results point to teachers' conceptions about the fact that they are teaching in areas different from those of their academic formations.
Descrição
Orientação: Filipa Cristina Henriques Rodrigues Lopes dos Reis
Palavras-chave
EDUCAÇÃO, PROFESSORES, ENSINO DAS CIÊNCIAS NATURAIS, ESCOLAS, FORMAÇÃO PROFISSIONAL, AVALIAÇÃO DA EDUCAÇÃO, QUALIDADE DA EDUCAÇÃO, BRASIL, PERNAMBUCO, EDUCATION, TEACHERS, BRAZIL, PERNAMBUCO, NATURAL SCIENCES EDUCATION, SCHOOLS, VOCATIONAL TRAINING, EDUCATIONAL ASSESSMENT, EDUCATION QUALITY