Henrique César da Silva

O dado empírico de linguagem na perspectiva da análise de discurso francesa: um exemplo sobre as relações discursivas entre ciência, cotidiano e leitura

O objetivo deste trabalho e problematizar a questao do dado empirico de linguagem na pesquisa em Educacao em Ciencias. Isso e feito com base na explicitacao dos aspectos centrais de uma importante perspectiva teorico-metodologica do campo da linguagem, surgida na Franca na decada de 1960: a analise de discurso francesa. O foco central recai na questao da nao-transparencia da linguagem. Como exemplo e apresentada uma analise de discursos que relacionam ciencia e cotidiano na escola, hoje. Valendo-se da problematizacao teorica e desse breve exemplo de analise, sao levantadas questoes, em aberto, consideradas importantes para serem mais bem debatidas, sobre metodologia de pesquisa na area de Educacao em Ciencias e sua relacao com o ensino propriamente dito.

Relações entre conteúdo e forma de conhecimentos e práticas pedagógicas em Geociências: imaginário de futuros professores numa disciplina de licenciatura

Researches and studies about teaching, history and epistemology of Earth Sciences have been developed strongly associated with teacher/researcher undergraduate teaching practices. At the same way, in this work we aimed to comprehend the relationships that geography undergraduate students establish between the content/shape developed within a scientific undergraduate discipline and the professional content/shape, i.e., as it has thought in relation to the basic school, to being teacher. The students’ answers to a question we made indicated that they represent a n activity developed at that course in the relation with their imaginary about being a teacher. The analysis showed that the meanings were produced in different ways by the students, making work different imaginaries from which those meanings were produced, and different aspects of their memory as basic school students and the way they represent the content and teaching practices of school geography. The analysis showed that the activity is not transparent about its teaching content, because those meanings were the product of different discursive memories, related to different student-positions. This study point out the importance to consider and the possibility to work with future teachers imaginaries about teaching in relations that they establish to the content/shapes of their undergraduate scientific disciplines. Key-words: imaginary; discourse; memory; teaching formation; Earth Sciences

Relations between shape and content of Geoscience pedagogical knowledge and practice: imaginary of future teachers at an undergraduate teaching license discipline

Researches and studies about teaching, history and epistemology of Earth Sciences have been developed strongly associated with teacher/researcher undergraduate teaching practices. At the same way, in this work we aimed to comprehend the relationships that geography undergraduate students establish between the content/shape developed within a scientific undergraduate discipline and the professional content/shape, i.e., as it has thought in relation to the basic school, to being teacher. The students’ answers to a question we made indicated that they represent a n activity developed at that course in the relation with their imaginary about being a teacher. The analysis showed that the meanings were produced in different ways by the students, making work different imaginaries from which those meanings were produced, and different aspects of their memory as basic school students and the way they represent the content and teaching practices of school geography. The analysis showed that the activity is not transparent about its teaching content, because those meanings were the product of different discursive memories, related to different student-positions. This study point out the importance to consider and the possibility to work with future teachers imaginaries about teaching in relations that they establish to the content/shapes of their undergraduate scientific disciplines. Key-words: imaginary; discourse; memory; teaching formation; Earth Sciences