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An?lise de uma quest?o sociocient?fica por licenciandos em qu?mica visando o desenvolvimento de aspectos ?ticos e morais no dilema sobre o consumo de animais.

Abstract

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto.Nesta pesquisa, compreendemos os processos de produ??o, comunica??o, avalia??o e legitima??o do conhecimento, isto ?, as pr?ticas epist?micas que emergem em determinado contexto, a partir de uma abordagem com quest?o sociocient?fica (QSC) sobre consumo de carne animal na forma??o inicial de professores. Para a resolu??o cr?tica de quest?es dessa natureza torna-se necess?rio a justifica??o da posi??o, o que exige o envolvimento com diferentes perspectivas (como a cient?fica, econ?mica, social, pol?tica, ?tica e moral, e ambiental). Considerando as m?ltiplas linhas de racioc?nio para resolu??o da QSC, neste trabalho tivemos o foco no ensino expl?cito de ?tica e moral, a partir da an?lise de um recorte de uma atividade de uma sequ?ncia did?tica (SD). Nesse sentido, tra?amos os seguintes objetivos gerais: (i) caracterizar como os licenciandos em qu?mica prop?em, comunicam, avaliam e legitimam o conhecimento na resolu??o de uma quest?o sociocient?fica, e (ii) observar e compreender as concep??es sobre os dom?nios da ?tica e ontologia moral que afetam o posicionamento na quest?o sociocient?fica. Essa pesquisa caracteriza-se como qualitativa. Uma SD sobre consumo de carne animal foi desenvolvida para os objetivos desta pesquisa. Coletamos dados a partir de registros de ?udios e v?deos do desenvolvimento da SD em uma turma de Pr?ticas de Ensino de Qu?mica III, do curso de Qu?mica Licenciatura, da Universidade Federal de Ouro Preto. Optamos por desenvolver o estudo de caso de um grupo da turma. Apresentamos dois momentos em que ocorreram as intera??es entre os licenciandos: momento 1, caracterizado pela realiza??o da atividade no grupo 1; e momento 2, no qual a atividade foi discutida com toda a turma, e tamb?m com a intera??o da professora. Cada um desses momentos fora organizado em epis?dios que foram delimitados conforme as quest?es norteadoras previstas na atividade. Identificamos as pr?ticas epist?micas que emergiram conforme a literatura (categorias a priori) e inspe??o dos dados (categorias a posteriori); a compreens?o dos dom?nios da ?tica (contingente e necess?rio), caracterizandoos como vis?o coerente ou incoerente conforme literatura; e a compreens?o sobre as tend?ncias de considera??o moral, caracterizando-as como coerente ou incoerente conforme literatura. Conclu?mos que as reflex?es sobre as a??es e considera??es de valor dos seres humanos, por meio de uma QSC, podem suscitar a emerg?ncia de diversas pr?ticas epist?micas. Observamos a emerg?ncia de pr?ticas epist?micas espec?ficas para o contexto QSC e algumas compartilhadas com um contexto investigativo. Constatamos que as problematiza??es realizadas pela professora, no momento 2, a partir do meta-discurso e de exemplifica??es, contribu?ram para as reflex?es dos licenciandos sobre os dom?nios contingente e necess?rio, e ontologia moral. Consideramos que esta pesquisa pode fornecer subs?dios para o entrela?amento de pr?ticas epist?micas e quest?es sociocient?ficas, visto a escassez de trabalhos na ?rea, trazendo um importante avan?o, devido seu car?ter emp?rico. Nossa pesquisa se soma ?quelas que ressaltam a import?ncia da inser??o do ensino expl?cito da ?tica e da moral no ensino de Ci?ncias, contribuindo para a forma??o cr?tica e respons?vel de estudantes e, sobretudo, de sujeitos mais virtuosos e altru?stas.In this research, we understand the processes of production, communication, evaluation and legitimization of knowledge, that is, the epistemic practices that emerge in a given context, from an approach with a socioscientific issue (SSI) on animal meat consumption in the initial teacher training. Based on criticism of issues of this nature, it is necessary to justify the position, which requires involvement with different perspectives (such as scientific, economic, social, political, ethical and moral, and environmental). Considering the multiple lines of reasoning for the resolution of the SSI, in this research the focus was on the explicit teaching of ethics and morals, based on the analysis of an activity in a teaching sequence (TS). In this sense, we outline the following goals: (i) to characterize how initial teacher training chemistry propose, communicate, evaluate and legitimize knowledge in solving a socioscientific issue, and (ii) to observe and understand the conceptions about the domains of ethics and moral ontology that affect the positioning in the socioscientific issue. This research stands out as qualitative. A TS on animal meat consumption was developed for the purposes of this research. We used as a data collection audio and video records of TS development in a class of Chemistry Teaching Practices III, in the Chemistry Degree course, of the Federal University of Ouro Preto. We chose to develop the case study of a group in the class. We present two moments in which the interactions between the teacher training took place: moment 1, conducted by carrying out the activity in group 1; and moment 2, in which the activity was discussed with the whole class, and also with the teacher's interaction. Each of these moments was organized into episodes that were delimited according to the guiding questions provided for in the activity. We identified the epistemic practices that emerged according to the literature (categories a priori) and inform the data (categories a posteriori); the understanding of the domains of ethics (contingent and necessary), characterizing them as a coherent or incoherent view according to the literature; and the understanding of trends in moral consideration, characterizing them as coherent or incoherent according to the literature. We conclude that reflections on human beings' actions and value considerations, through a SSI, can raise the emergence of several epistemic practices. We observed the emergence of specific epistemic practices for the SSI context and some shared with an investigative context. We found that the problematizations carried out by the teacher, at the moment 2, from the meta-discourse and examples, contributed to the reflections of teacher training on the contingent and necessary domains, and moral ontology. We believe that this research can provide subsidies for the intertwining of epistemic practices and socioscientific issues, given the scarcity of researches in the area, bringing an important advance, due to its empirical character. Our research is in addition to those that emphasize the importance of inserting explicit teaching of ethics and morals in the Science Education field, contributing to the critical and responsible education of students and, above all, of more virtuous and altruistic subjects

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REPOSITORIO INSTITUCIONAL DA UFOP

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Last time updated on 28/09/2021

This paper was published in REPOSITORIO INSTITUCIONAL DA UFOP.

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