Banca de DEFESA: LIVIA CRISTINA DOS SANTOS SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LIVIA CRISTINA DOS SANTOS SILVA
DATA : 11/04/2019
HORA: 09:00
LOCAL: Auditório do CCET
TÍTULO:
THE ARGUMENTATION AND CONSTRUCTION AND CRITICAL OF KNOWLEDGE BY ACTIVITIES ON CLIMATE CHANGE

PALAVRAS-CHAVES:

argumentation, construction of knowledge claims, criticism of knowledge claims, climate change


PÁGINAS: 162
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

In science teaching dialectical argumentation has been studied in classroom contexts where both criticism and the construction of knowledge are manifested. According to Larrain, Freire and Howe (2014, p.1020) in the dialectical argumentation "when opposing points of view are discussed and revised, it is required the coordination and examination of different perspectives, encouraging reflection and revision of one's perspective, and leading to better organization of knowledge ". This study investigates how high-school students articulate the construction and critique of knowledge claims in the context of the development of argumentative tasks on climate change. Therefore, the discourse of these students during argumentative activities promoted through a sequence of activities on the theme climate change is examined. The activities took place during 4 months, consisting of both expository-dialogue classes and tasks oriented to argumentation and / or critical analysis of information, requiring students’ active participation. Specifically, we present in this text the analysis of one of the activities carried out, which involves the debate on the anthropogenic perspective of climate change. The data collection took place during the preparation of arguments, the execution of the debate and the collective evaluation of the debate. The task development process was recorded in audio and video and the content of the audios was transcribed using the video. The main questions examined in the analysis of the transcriptions were: At what moments of the argumentative process do students express the construction or criticism of knowledge claims? What aspects of the argumentative process fostered expressions of construction or criticism of knowledge claims? How are the construction and critique of knowledge claims related to the argumentative context examined? To analyze the data, we use the framework of dialogical analysis of discourse that is based on Bakhtin's studies on language. As results, we identify that the ways in which students engage in construction and criticism are dependent on the type of communicative situation that develops. We also identify that the critique and construction of knowledge claims feedback and can occur simultaneously in the context of argumentation. It is intended that the conclusions of this research can help to instrumentalize the teacher's work in the classroom to promote the construction and critique of knowledge claims in the context of the argumentation.


MEMBROS DA BANCA:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Interna - 1169920 - BERNADETE BARBOSA MOREY
Interna - 1543391 - CLAUDIANNY AMORIM NORONHA
Externa à Instituição - FERNANDA OSTERMANN - UFRGS
Externo à Instituição - SUZANI CASSIANI - UFSC
Notícia cadastrada em: 20/03/2019 17:52
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