Banca de QUALIFICAÇÃO: MARCOS LEONARDO MARTINS SILVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARCOS LEONARDO MARTINS SILVA
DATE: 01/04/2022
TIME: 14:00
LOCAL: Remoto com transmissão via YouTube
TITLE:

PLANNING ARGUMENTATIVE PRACTICES IN THE CONTEXT OF INITIAL TRAINING OF BIOLOGY TEACHERS

KEY WORDS:

Argumentation; Dialogic Model; Teacher Education; Science Education.

PAGES: 105
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Planejamento Educacional
SUMMARY:

In the context of research in Science Education, in the last two decades, different works have sought to demonstrate the central role that argumentation has played in teaching-learning processes, following the understanding that argumentative practice is an essential and constitutive element of Science. In time, educational policy updates were proposed with a view to their effective incorporation into Basic Education Science curricula, appearing as an essential competence for the assessment of knowledge with a focus on commitment to data and evidence to support scientific claims. In this sense, we are particularly concerned about the current state of teacher training curricula and how (and if) they provide subsidies for the appropriation of knowledge necessary for the implementation of argumentative practices in classrooms. Especially within the scope of the IFRN - Campus Macau, context of this present research, we seek to understand how pre-service Biology teachers plan argumentative practices starting from the instructional context of the Supervised Curricular Internship, and, for that, we endue ourselves with a substantiation centered on the Dialogic-Discursive perspective by Christian Plantin. Therefore, we have composed an instructional model with the purpose of “teaching how to teach to argue” from a theoretical framework based on the centrality of teacher planning as practice and knowledge essentials to the implementation of argumentative practices in the classroom. Thus, after a meaningful exploratory phase, we established the focal point on planning and carrying out a formative process through three phases: (I) formative course, (II) planning guidance, and (III) implementation support. For each of these, in addition to the experience report, we proceeded with a process of systematized actions for data collection, in this coverage, composed essentially by audio and video recording of the lesson project presentation and the interviews (to be) performed to make sense of the processes of planning and implementing an argumentative teaching sequence. Once collected, the data will be subjected to a critical discourse analysis in order to present a complete overview of the understanding progression of pre-service teachers during the formative process. We expect, therefore, to highlight the mobilization of knowledge related to the planning of argumentative teaching sequences based in the elements of Plantin's dialogic model, possibly reaching an effective implementation in a context parallel to the final stages of the Supervised Curricular Internship in High School classes.

BANKING MEMBERS:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Interna - 2200167 - MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
Externa ao Programa - 2420099 - IVANISE CORTEZ DE SOUSA GUIMARAES
Externa à Instituição - SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES - UFPE