Banca de DEFESA: MONARA JEANE DOS SANTOS COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MONARA JEANE DOS SANTOS COSTA
DATE: 10/09/2026
TIME: 09:00
LOCAL: Auditório do CCET
TITLE:

EPISTEMIC PRACTICES IN SCIENCE TEACHER EDUCATION: PROPOSING AN ANALYTICAL MATRIX GROUNDED IN THE INTERFACES BETWEEN SOCIOSCIENTIFIC ISSUES AND SCIENTIFIC AND TECHNOLOGICAL LITERACY

KEY WORDS:

Epistemic practices; Socioscientific Issues; Scientific and Technological Literacy; Analytical framework.

 

PAGES: 156
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

This research is situated within the field of Science Education and focuses on epistemic practices in science teacher education. The study proposes an analytical matrix grounded in the integration of Socioscientific Issues (SSI) and Scientific and Technological Literacy (STL) in its critical dimension (Type III). The research is guided by the following question: How can an analytical matrix be structured to identify and characterize epistemic practices in initial science teacher education through the integration of SSI and critical Scientific and Technological Literacy (Type III)? The study advances the thesis that integrating the theoretical assumptions of SSI and Type III STL broadens the understanding of epistemic practices beyond the production and evaluation of scientific knowledge by incorporating critical, ethical, and sociopolitical dimensions. Methodologically, this is a qualitative, theoretical-documentary study based on a review of Brazilian academic literature and a documentary analysis of the Potiguar Upper Secondary Education Curriculum Framework. The general objective is to propose an analytical matrix for identifying and characterizing epistemic practices in science teacher education, considering SSI as a pedagogical strategy for promoting Type III STL. To achieve this objective, the study investigates how epistemic practices have been addressed in Brazilian master's dissertations and doctoral theses related to science teacher education. Based on this review, convergent theoretical elements among epistemic practices, SSI, and Type III STL were identified. In addition, the study analyzes the potential and limitations of the curriculum's specialized learning pathways for fostering epistemic practices and systematizes analytical categories, indicators, and levels of epistemic engagement through the integration of theoretical and documentary frameworks. Within this perspective, an analytical matrix was developed and its theoretical-methodological consistency was assessed in terms of conceptual coherence, analytical comprehensiveness, and potential applicability in both research and teacher education processes. As its main contribution to the field, the study presents an analytical matrix designed to support research and science teacher education by expanding the possibilities for identifying and characterizing epistemic practices in educational contexts guided by SSI and critical Type III STL. Ultimately, the proposed matrix contributes to the promotion of science education committed to preparing individuals capable of understanding, arguing about, and critically engaging with contemporary socioscientific issues.

 

COMMITTEE MEMBERS:
Presidente - 1630751 - JOSIVANIA MARISA DANTAS
Interna - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externo à Instituição - FERNANDO CESAR SILVA - UFMG
Externo à Instituição - ALBINO OLIVEIRA NUNES - IFRN
Externa à Instituição - ROSANA FRANZEN LEITE - UNIOESTE