Nelson Rui Ribas Bejarano

Tornando-se professor de ciências: crenças e conflitos

The present study is a qualitative research of one case study kind that followed the route of one High- School Physics teacher who was starting her teaching career in 1998, but was still finishing her course on initial formation of Physics teachers. We have used the Practice of Physics Teaching I and II disciplines of the initial formation course as a background, so we could approach the educational beliefs of our research subject. To follow this teacher we have utilized the new teachers professional development concept. This concept involves detection, evolution and conflict solving, and professionals concerns inherent to teachers development. The data available to us, which we analyzed in order to understand the developing routes of this teacher was their own written materials, two sets of interviews in different periods, and the recording of images of the school year’s second semester at the University where the formation discipline that we followed took place. Through interpreting the analyses originated from the qualitative method we tried to establish a professional development route for this teacher, trying to contribute for a better understanding of the problems resulting from this transition stage from being a student of the initial formation and at the same time, experiencing already the professional conflicts and concerns. The initial formation program evaluated in this study was the undergraduate course in Physics of the Faculdade de Educacao - Universidade de Sao Paulo. The results showed that the three studied teachers dealt with her conflicts and professional concerns, utilizing particular strategies that derived from the histories of her life, the way she opts for her career, and especially for her pre-existent educational beliefs.

A história de Eli: um professor de Física no início de carreira

O presente estudo e uma pesquisa qualitativa do tipo estudo de caso que acompanhou a trajetoria de um professor de fisica que estava comecando a dar aulas no ano de 1998, mas ainda concluindo seu curso de formacao inicial de professores de fisica. Ao acompanhar esse professor estudamos os principais conflitos e preocupacoes educacionais que surgiam naquele periodo de sua vida, bem como as estrategias que usava para enfrentar essas situacoes.

Conhecimentos Prévios sobre Seres vivos dos Estudantes das Séries Iniciais da Cooperativa de Ensino de Central - COOPEC- BA

Este trabalho objetivou fazer um levantamento dos conhecimentos previos dos alunos das Series Iniciais da Cooperativa de Ensino de Central (COOPEC), cidade de Central-BA, em 2009. Este estudo envolveu conteudos de alguns aspectos de seres vivos (identificacao, tamanho e funcao). Para desenvolve-lo, usamos o referencial vygotskyano acerca do desenvolvimento da crianca, conhecimento espontâneo e cientifico, mediacao e outro biologico sobre as concepcoes espontâneas delas nessa area. Aplicamos questionarios com perguntas gerais e especificas para as turmas com o intuito de obter informacoes sobre o conhecimento espontâneo dos estudantes com respeito aos seres vivos. Analisamos os dados, com base no metodo comparativo, em todas as turmas das Series Iniciais, a partir das respostas dos alunos. Isso possibilitou identificar o que conhecem as criancas sobre os referidos aspectos de seres vivos, como ponto de partida para planejamento de ensino sobre o tema.

A vida de alunos pescadores da comunidade de Baiacu (Bahia) e sua relação com a escola: dois mundos distintos?

This research analyzes the ethnobiological knowledge about crustaceans of young people in a fishing community in Baiacu, Bahia, constructed through their daily lives in fishing. The young people are all students at a public school. Fishing activities in Baiacu involve the capture of several crustacean species. The school is hard to access and its teaching is not attractive to those who make their living from fishing. Data was collected through direct observation and activities conducted at the school, as well as informal conversations and visits to the community. We found that no stable forms of dialogue exist between the school and traditional knowledge. This means that, although traditional knowledge is culturally relevant, it is not taken into account in the schools teaching. Losses are evident for both of these worlds. Finally, we indicate certain pathways which may lead to an initial exchange between these two fields of knowledge.

Química e filosofia: rumo a uma frutífera colaboração

This review seeks to present a brief history of the philosophy of chemistry and the major issues discussed in the framework of this emerging discipline of philosophy of science, such as the question of physicalist reductionism and physical and chemical causality. In this vein, it also addresses the current debate over relevant issues of chemical world such as atomic orbitals, molecular structure, chemical bonding, models and explanations, as well as the foundations of the periodic table. Finally, the importance of the link between the philosophy of chemistry and chemistry education is analyzed, especially in relation to teacher training.

Os conhecimentos alternativos e científicos na área de ciências naturais: uma revisão a partir da literatura internacional

This text deals with the theoretical aspects of alternative and scientific knowledge with children between seven and 11 years of age, in the area of natural sciences. It derives from a dissertation that studied the concepts of microorganisms and vital functions of animals and plants in a cooperative school in Central town, in 2009-2010. In this study, we organize a synthesis of spontaneous and scientific conceptions, based essentially on international literature for the purpose of contributing to the analysis of childrens knowledge of that school in this area. The main aspects studied about microorganisms were their structure, size and importance; While, for the animals and plants the functions of nutrition, gas exchange, respiration and transportation were considered, emphasizing the digestive functions in humans. There is a discussion of the implications of this benchmark work for the planning of teaching to this age range, highlighting the biological knowledge of the child.

Questionamentos dos estudantes do Ensino Fundamental I sobre funções vitais de animais

Resumen pt: Neste artigo tratamos dos aspectos praticos na formacao de conceitos com criancas entre 7 e 11 anos de idade, na area de Ciencias Naturais. O texto deriv...