Navegando por Autor "AIRES, Joanez Aparecida"

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    A epistemologia de Ludwik Fleck: análise das produções do encontro nacional de pesquisa em educação em ciências entre os anos 1997 e 2015
    (2018) CHICÓRA, Tatiele; AIRES, Joanez Aparecida; CAMARGO, Sérgio
    The present work has a strongly metalinguistic orientation. It investigates the presence of the epistemology of Ludwik Fleck as a theoretical reference for discussions regarding Education in Sciences and in academic productions of the area, considering that such epistemology can bring significant contributions to the teaching of sciences, since it presents an understanding about the construction of science that contrasts with the empiricist understanding, still so present in this teaching. In this sense, a bibliographical research was carried out based on the minutes of the National Meeting of Research in Education in Sciences (ENPEC) published in the period from 1997 to 2015. For the organization of the works found, we used as methodology the discursive textual analysis (ATD) that allowed us to perform the description of the Fleckian categories found in the works. The analysis of this material showed that there is convergence among the authors about the reasons why the use of this theoretical reference is relevant in discussions about the construction of scientific knowledge for Science Education. The results show that the use of the categories of Fleck (2010) is quite present in the area, however, in most of the works analyzed, are only partially covered.
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    A natureza da ciência e a formação de professores: um diálogo necessário
    (2018) BARBOSA, Flávio Tajima Barbosa; AIRES, Joanez Aparecida
    The Nature of Science (NdC) is understood as one of the most fundamental aspects regarding the construction, establishment and organization of scientific knowledge. It refers, ina general way, to the epistemology and sociology of Science, to the values and beliefs inherent in scientific knowledge and its development. In this article, we emphasize the fact that teacher formation could focus on the importance of NdC'sunderstanding of science teaching, as well as the skills needed to developsuch an approach. We believe that in order to highlight the pedagogical content related to NdC, teachers need opportunities for reflection and discussion on NdC issues and practical guidance for NdC teachingas well. Thus, the objective of this article is to discuss the possibilities of including reflections on theNdC in teacher formation courses, seeking to present possible ways of such integration. We briefly present the Europeanproject History and Philosophy in Science Teaching (HIPST), a case of success in using such an approach. By introducing epistemological reflections into the initial and continuing formation of teachers, one wishes to break with a largely hegemonic sciencethought, the basis of which can be found in positivist philosophies, which dogma consists in the transmission of definitive and neutral scientific truths. We believethat the act of reflecting on one's own practice is the moment when the teacher thinks about himself as an educator, and thus constructs a critical view of his practice, transforming it.
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    Experimenting science: analysis of a continuing educationcourse for primary school teachers
    (2020) OLIVEIRA, Alesandra Rafael; AIRES, Joanez Aparecida
    This study aims to analyze -if and how -the 'Experimenting Science' course, for the continuing educationof science teachers from the early years of elementary school can support them theoretically and methodologically for the development of experiments in Natural Science classes. It is understood that Science Education should make room for investigative experimental teaching as a didactic intervention capable of introducing reflections on the scientific making in the school environment, in order to contribute to the students' Scientific Literacyprocess. As a methodology, we opted for the qualitative and quantitative research -Case Study -based on Freitas and Jabbour (2011). The instruments for data constitution consisted of a questionnaire, direct observation of the course, registered in logbook, analysis of material and experiments conducted with elementary school students in Natural Science classes, made available in the ‘Google Room’, which constitutes an important platform for interaction between university and basic education. Experimentation activities remain in the virtual learning environment throughout the training and also later as a way to compose a database for research and planning support for teachers. For data analysis, the content analysis proposed by Bardin (2004) was used. The results show that one of the greatest concerns of the group of teachers is the lack of laboratory to perform the work with experiments, and they also reported that it is difficult to acquire materials for their accomplishment, besides the need to expand specific knowledge of the science area. However, the training clarifies that it is possible to incorporate into the class dynamics, pedagogical practices of experimentation, through the use of alternative materials, even in conventional classrooms. The course was considered by the teachersas an opportunity to acquire and improve theoretical and practical knowledge to support the planning and enrichment of Natural Science classes