Produ??o do mestrado profissional em ensino de ci?ncias naturais e matem?tica da UFRN (f?sica e qu?mica/2005-2012): papel dos documentos oficiais e caracter?sticas dos produtos educacionais

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
A import?ncia dos Mestrados Profissionais na ?rea de Ensino de ci?ncias se revela pelo reconhecimento de que eles proporcionam, aos professores em exerc?cio, em especial, espa?os formativos de reflex?o e aplica??o do conhecimento. Este trabalho surge no contexto do projeto ?Pesquisa e forma??o em ensino de ci?ncias e matem?tica: um recorte da produ??o acad?mica no nordeste e panorama de a??o formativa na educa??o b?sica?, ligado ao programa Observat?rio da Educa??o e cujo objetivo geral era realizar estudos de descri??o, an?lise e avalia??o da produ??o acad?mica dos Programas de P?s-Gradua??o da UFRPE, UFRN e UEPB, bem como investigar as contribui??es da forma??o continuada, a n?vel stricto sensu, de professores egressos para a melhoria da qualidade da Educa??o B?sica. Buscou-se analisar um recorte da produ??o acad?mica do PPGECNM/UFRN, tomando como refer?ncia as disserta??es das Ci?ncias Naturais, defendidas entre os anos de 2005 e 2012, as quais tenham desenvolvido e aplicado produtos educacionais destinados a alunos do Ensino M?dio. Mais especificamente buscou-se realizar uma caracteriza??o geral das disserta??es analisadas quanto a descritores b?sicos, compreender se e como os documentos oficiais que regulamentam a educa??o brasileira, especialmente a educa??o em ci?ncias, subsidiaram o desenvolvimento das disserta??es e identificar como as atuais tend?ncias para o ensino de ci?ncias s?o abordadas e quais delas s?o utilizadas na elabora??o do produto das disserta??es. O levantamento de dados baseou-se na An?lise documental, um tipo de abordagem qualitativa em que os documentos s?o objetos de estudo por si pr?prios. Os resultados revelaram que a maioria dos trabalhos foi desenvolvido em escolas p?blicas, sobre temas da f?sica e da qu?mica. Durante a leitura anal?tica do texto das disserta??es observou-se que, na sua constru??o, a maioria delas abordou, de alguma forma, documentos oficiais que regem o sistema brasileiro educacional.
The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education. We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science