O ensino de ciências e o desenvolvimento das habilidades socioemocionais: aproximações e possibilidades
Data
2023-06-15
Autores
Sousa, Amanda Fortunato Araujo 
Orientadores
Testoni, Leonardo Andre
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho apresenta um estudo investigativo ao longo das aulas de Ciências nos anos inicias do ensino fundamental, observando e analisando as possíveis Habilidades Socioemocionais (HSE) evocadas durante esses momentos, que favoreceram a busca de recursos pessoais dos alunos para resolverem situações de aprendizagem apresentadas em situações investigativas, possibilitando o reconhecimento e apropriação de termos científicos, ampliando assim seus saberes. Diante desse viés, esta dissertação tem como objetivo responder como essas habilidades podem contribuir para o aprendizado dos alunos e, de que forma a formação docente favorece para que essa prática pedagógica se consolide durante as propostas apresentadas. Entre as principais referências teóricas utilizadas ao longo do trabalho, a Base Nacional Comum Curricular (BNCC) é abordada, a qual explicita que, ao longo do ensino fundamental, a área de Ciências da Natureza assume um papel no desenvolvimento do letramento científico, que envolve a aptidão para entender e interpretar o mundo (natural, social e tecnológico), o que favorece um importante entendimento da prática docente e do processo de ensino e aprendizagem científica dos alunos. Para fundamentar as HSE, buscou-se na organização CASEL e nos autores Anita Abed, Santos e Primi referências de suas pesquisas. Como embasamento teórico para o desenvolvimento cognitivo, utilizou-se as pesquisas de Jean Piaget e Diane Papalia. A realização do trabalho e o levantamento de dados aconteceu mediante as observações, gravações e notas da pesquisadora durante as aulas de ciências de uma turma de segundo ano; a pesquisa teve uma abordagem de caráter qualitativo, caracterizada como exploratória descritiva. Pôde-se observar que os alunos eram convidados a responder perguntas disparadoras, em um contexto cheio de conceitos e significados. A partir das hipóteses levantadas, os mesmos eram incitados a interagirem com os outros colegas e a professora, possibilitando um posicionamento crítico em torno da temática. Observou-se que com estímulos, como perguntas disparadoras e mediação docente, as HSE tendem a potencializar os diferentes níveis de habilidades humanas, que agregam competências e favorecem um desenvolvimento equilibrado. Partindo dessa perspectiva, entende-se que o ensino de Ciências, durante os anos iniciais, cria condições para uma construção interdisciplinar embasada em um conjunto de habilidades, fomentando assim, um desenvolvimento amplo. Dada a importância desta pesquisa, entende-se que novas investigações possam ser fomentadas, uma vez que a área carece de novas análises.
This research presents an investigative study throughout Science classes in the early years of elementary school, observing and analyzing the possible Socio-Emotional Skills (HSE) evoked during these moments, which favored the search for personal resources by students to solve learning situations presented in investigative situations, enabling the recognition and appropriation of scientific terms, thus expanding their knowledge. Given this bias, this dissertation aims to reveal how these skills can contribute to students' learning and how teacher training favors this pedagogical practice to consolidate during the proposals presented. Among the main theoretical references used throughout the work, the National Common Curricular Base (BNCC) is addressed, which explains that, throughout fundamental education, the area of Natural Sciences assumes a role in the development of scientific literacy, which involves the aptitude to understand and interpret the world (natural, social and technological), which favors an important understanding of teaching practice and the process of scientific teaching and learning of students. To substantiate the HSE, I searched the CASEL organization and the authors Anita Abed, Santos and Primi for references from their research. As a theoretical basis for cognitive development, I used the research of Jean Piaget and Diane Papalia. The accomplishment of the work and the collection of data happened through the observations, recordings and notes of the researcher during the science classes of a second year class, the research had a qualitative approach, characterized as descriptive exploratory. It could be observed that students were invited to answer triggering questions, in a context full of concepts and meanings. From the hypotheses raised, they were encouraged to interact with other colleagues and the teacher, enabling a critical position around the theme. It was observed that with stimuli, such as triggering questions and teacher mediation, the HSE tends to enhance the different levels of human skills, which add skills and favor a balanced development. From this perspective, it is understood that the teaching of Science, during the initial years, creates conditions for an interdisciplinary construction based on a set of skills, thus fostering a broad development. Given the importance of this research, it is understood that new investigations can be promoted, since the area lacks new analyses.
This research presents an investigative study throughout Science classes in the early years of elementary school, observing and analyzing the possible Socio-Emotional Skills (HSE) evoked during these moments, which favored the search for personal resources by students to solve learning situations presented in investigative situations, enabling the recognition and appropriation of scientific terms, thus expanding their knowledge. Given this bias, this dissertation aims to reveal how these skills can contribute to students' learning and how teacher training favors this pedagogical practice to consolidate during the proposals presented. Among the main theoretical references used throughout the work, the National Common Curricular Base (BNCC) is addressed, which explains that, throughout fundamental education, the area of Natural Sciences assumes a role in the development of scientific literacy, which involves the aptitude to understand and interpret the world (natural, social and technological), which favors an important understanding of teaching practice and the process of scientific teaching and learning of students. To substantiate the HSE, I searched the CASEL organization and the authors Anita Abed, Santos and Primi for references from their research. As a theoretical basis for cognitive development, I used the research of Jean Piaget and Diane Papalia. The accomplishment of the work and the collection of data happened through the observations, recordings and notes of the researcher during the science classes of a second year class, the research had a qualitative approach, characterized as descriptive exploratory. It could be observed that students were invited to answer triggering questions, in a context full of concepts and meanings. From the hypotheses raised, they were encouraged to interact with other colleagues and the teacher, enabling a critical position around the theme. It was observed that with stimuli, such as triggering questions and teacher mediation, the HSE tends to enhance the different levels of human skills, which add skills and favor a balanced development. From this perspective, it is understood that the teaching of Science, during the initial years, creates conditions for an interdisciplinary construction based on a set of skills, thus fostering a broad development. Given the importance of this research, it is understood that new investigations can be promoted, since the area lacks new analyses.