Biology Teaching: Science and Experience as Qualification Forms of Continuing Education in Quirin?polis - GO

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2020-01-20T15:15:54Z No. of bitstreams: 1 WANESSA CRISTIANE GON?ALVES FIALHO.pdf: 8691933 bytes, checksum: 38e30283901ddbeb2e91747a4efdf17d (MD5) Made available in DSpace on 2020-01-20T15:15:54Z (GMT). No. of bitstreams: 1 WANESSA CRISTIANE GON?ALVES FIALHO.pdf: 8691933 bytes, checksum: 38e30283901ddbeb2e91747a4efdf17d (MD5) Previous issue date: 2019-12-19 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES This paper has as object the continuing education in Biology teaching. Therefore we elicit the question: are there any contributions of continuing education in Biology teaching, based on the concepts of science and experience of Herbert Spencer and John Dewey, with teachers from state schools in Quirin?polis, GO? As a hypothesis, although the Brazilian educational system has science education - and the city of Quirin?polis is inserted in it ? we observed a failure in teacher education or even in the school environment, especially in continuing education. To answer the problem, the thesis had as its general objective the discussion of continuing education as a public policy, as one of the ways to improve the teaching of biology. Our specific objectives were the identification of contributions of continuing education to the teaching of biology, the analyzes of the Test of Directed Sample Evaluation ? ADA data, of the State of Goi?s, relating it to the school curriculum for high school. Besides that, to analyze the aspects of Herbert Spencer's thinking about science and biology; investigate aspects of John Dewey's thinking about the concept of experience. The results allowed the confirmation of the hypothesis about the lack of rigor in the formation of teachers of continuing education and allowed the affirmation of the thesis that the continuing education for teachers of Biology, when based on the concepts of science and experience, qualifies the continuing education. The method refers to the bibliographic research, which started from a literature review carried out at the Digital Library of Theses and Dissertations, followed by the empirical research of the multiple case study type, with high school biology teachers from Quirin?polis to know the potential for improvement. of continuing education as a public policy. The instruments of this research were: semi-structured interviews with the direction and pedagogical coordination of the four state schools which offer high school; teaching questionnaire applied to seven biology teachers, who work in the four investigated schools in the municipality; observation of classes and the school environment; documental analysis, from the Political-Pedagogical Project, from the external tests applied in the State of Goi?s and the state curriculum, as well as from the teaching diaries. The results allowed the confirmation of the hypothesis of a failure in the formation of continuing education teachers and allowed the affirmation of the thesis that the continuing education for biology teachers, when based on the concepts of science and experience, qualifies the continuing education. The contribution of the thesis for the education field results in deep reflections that may offer subsidies for the construction of specific educational public policies for biology teaching in the city of Quirin?polis. A tese tem como objeto a forma??o continuada de professores de biologia. O problema da tese foi assim formulado: h? contribui??es da forma??o continuada para o ensino da Biologia, com fundamento nos conceitos de ci?ncia de Herbert Spencer e de experi?ncia em John Dewey, com professores de escolas estaduais do munic?pio de Quirin?polis, GO? Como hip?tese, embora o sistema educacional brasileiro disponha do ensino de ci?ncias - e o munic?pio de Quirin?polis est? inserido nele -, nota-se uma falha na forma??o de professores ou mesmo no ambiente escolar, sobretudo na forma??o continuada. Para responder ao problema, a tese teve como objetivo geral: discutir a forma??o continuada como pol?tica p?blica, como um dos caminhos para as melhorias do ensino de Biologia; e os nossos objetivos espec?ficos foram: identificar as contribui??es da forma??o continuada para o ensino de Biologia; analisar os dados da prova de Avalia??o Dirigida Amostral - ADA, do Estado de Goi?s, relacionando-a ao curr?culo escolar para o ensino m?dio; analisar, ainda, aspectos do pensamento de Herbert Spencer sobre Ci?ncia e Biologia; investigar aspectos do pensamento de John Dewey sobre o conceito de experi?ncia. O m?todo diz respeito ? pesquisa bibliogr?fica, que partiu de revis?o de literatura realizada na Biblioteca Digital de Teses e Disserta??es, seguida da pesquisa emp?rica do tipo estudo de casos m?ltiplos, com professores de Biologia do Ensino M?dio do referido munic?pio para conhecer o potencial de aprimoramento da forma??o continuada como pol?tica p?blica. Os instrumentos dessa pesquisa foram: entrevistas semiestruturadas com a dire??o e coordena??o pedag?gica das quatro escolas estaduais que oferecem o Ensino M?dio; question?rio docente aplicado a sete professores de Biologia, que atuam nas quatro escolas investigadas do munic?pio; observa??o de aulas e do ambiente escolar; an?lise documental, a partir do Projeto Pol?tico-pedag?gico, das provas externas aplicadas no Estado de Goi?s e do curr?culo estadual, bem como ainda dos di?rios docentes. Os resultados permitiram a confirma??o da hip?tese de exist?ncia de uma falha na forma??o de professores da educa??o continuada e permitiram a afirma??o da tese segundo a qual a forma??o continuada para professores de Biologia, quando baseada nos conceitos de ci?ncia e de experi?ncia, qualifica a forma??o continuada. A contribui??o da tese para o campo educa??o resulta em reflex?es aprofundadas que poder?o oferecer subs?dios para a constru??o de pol?ticas p?blicas educacionais espec?ficas para o ensino de Biologia no munic?pio de Quirin?polis, GO.