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Master's Dissertation
DOI
10.11606/D.97.2017.tde-29032017-094148
Document
Author
Full name
Euni Vieira e Silva
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
Lorena, 2016
Supervisor
Committee
Monteiro, Isabel Cristina de Castro (President)
Azevedo, Tania Cristina Arantes Macedo de
Silva, Luciano Fernandes
Zamponi, Graziela
Title in Portuguese
A construção do conceito de bacia hidrográfica por alunos do ensino fundamental: uma proposta sociointeracionista para o ensino de ciências
Keywords in Portuguese
Bacia Hidrográfica; Ensino de Ciências; Educação Ambiental; Vigotski; Prática Pedagógica Sociointeracionista
Abstract in Portuguese
O presente trabalho tem o objetivo de investigar o processo de construção do conceito de bacia hidrográfica numa perspectiva sociointeracionista. A pesquisa teve um caráter qualitativo. Com base teórica em Vigotski (2001a), nas etapas de desenvolvimento do pensamento e nas construções teóricas de Wertsch (1984), na Zona de Desenvolvimento Proximal (ZDP). As atividades foram desenvolvidas em uma turma de estudantes do 5º ano do ensino fundamental, com aproximadamente nove anos de idade, de uma escola municipal de Lorena, estado de São Paulo. A proposta privilegiou a problematização, a interação entre os alunos, a professora e o ambiente e o uso de tecnologias, a fim de analisar os conceitos construídos. Os resultados indicam que as atividades sociointeracionistas colaboraram com o desenvolvimento do pensamento dos alunos, que evoluíram do "pensamento por complexo", identificado no início do trabalho, ao "conceito potencial". Apontam também para a importância do trabalho em grupo, com envolvimento de atividades práticas no ensino de Ciências, incitando a reflexão sobre o quanto é necessário repensar as práticas pedagógicas, para que o ensino proposto seja focado na construção da aprendizagem.
Title in English
The construction of hydrographic basin concepts by elementary school students: a socio-interactionist proposal for science teaching
Keywords in English
Hydrographic Basin; Science and Education; Environmental Education; Vigotski; Socio-interactionist Pedagogical Practice
Abstract in English
This work is aiming to investigate the process of construction of the concept of hydrographic basin made by students of the 5th grade of elementary school of a municipal school in Lorena, São Paulo, in a socio-interactionist perspective. The qualitative research, featured a case study with pedagogical intervention. With theoretical basis of Vygotsky (2001a), in the development stages of thought and theoretical constructs of Wertsch (1984), in the Zone of Proximal Development (ZPD), the activities were developed in a group of students from the 5th grade of elementary school, and they were about nine years old. The methodology favoured the questioning, the interaction between the students, the teacher, the environment and the use of technology in order to analyze the constructed concepts. The results indicate that socio-interactionist activities contributed to the development of the students' thinking, which evolved from the "thought for complex", identified at the beginning of the work, to the "potential concept". Also pointing to the importance of teamwork, involving practical activities in science teaching by encouraging reflection on how we need to rethink the pedagogical practices, so that the proposed education is focused on building learning.
 
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PED16007_C.pdf (4.92 Mbytes)
Publishing Date
2017-03-29
 
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