Science Teacher Education in Brazil: 1950–2000 (original) (raw)
Related papers
Interview with Newton Duarte: Science Education in Brazil
Debates em Educação, 2020
In this interview the Brazilian educator Newton Duarte analyzes Science Education nowadays in Brazil from the perspective of historical critical theory of education. He discuss about the political relevance of Science Education in a context of wide-spreading of belligerent obscurantism.
History and Philosophy of Science in Science Education, in Brazil
International Handbook of Research in History, Philosophy and Science Teaching, 2013
This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in
MATTHEWS, Michael R. (ed.). International handbook of research in history, philosophy and science teaching. Dordrecht: Springer, 2014. 3 vols. , 2014
This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. Its main scope is the application of this approach to teaching physics, chemistry, and biology at the secondary school level.
The history of education and scientific research in Brazil
Revista Científica Multidisciplinar Núcleo do Conhecimento
In the current article, the historical transformations of teaching activity in Brazil as well as its participation in academic-scientific research is addressed, considering from the influences arising from inherited religions from Europe to the hallmarks of resources technologies in the hands of domestic users. This moment is marked by the transition between the 20th and 21st centuries, thus representing a rampant revolution in the technological sector, with the Internet being the main tool of communication and research, which resulted in a long process of adaptation. It is necessary to mention the difficulty that there is in the process of isolating the knowledge of his local culture, opinions and experiences of his own and the academic baggage with which a teacher needs to transmit to the student body, because he must understand that the Brazil records influences of various peoples around the world, which has made us have such a mixed culture. In the midst of so many historical tr...
We identify what are the influences of working conditions for school science teachers training that is sensitive to intercultural dialogue. The study was conducted in 2009, based on semi-structured interview, and involved nine teachers of biology at Bahia, Brazil. The results indicate that several factors of the schools where the teachers interviewed work interfere negatively in their teaching and their training with regard to intercultural dialogue. Mobilizations are necessary to obtain changes in this way, especially by teachers, schools, universities and decision makers in the field of public policy education.
Revista de Ensino de Ciências e Matemática
This paper discusses the possibilities of adequacy or the obstacles presented in the Brazilian National Curriculum (Base Nacional Comum Curricular — BNCC, in portuguese) for the development of Socioscientific Issues (SSI) in science education for Elementary School. Therefore, our main objective is to understand which are the elements, perspectives and formative aspects present in the text of the document that indicate possibilities or obstacles for the development of practices aligned with the perspectives of Socio-Scientific Issues. To this end, we focus our discussion on three broad axes: General conceptions of formation and (mis) alignment with the SSI perspective; Formative itineraries for science education centered on SSI; Relevant contents and topics in SSI treatment. Based on the analysis, we understand that, at a discursive level, there are openings from which it is possible to undertake practices based on the perspectives of SSI, although not without an explicit investment...
Revista Brasileira de Educação
The purpose of this article was to approach the formation and professional performance of the first teachers of Natural Sciences in three public institutions of secondary education in São Paulo: the Gymnasio of São Paulo (Ginásio de São Paulo), the Gymnasio of Campinas (Ginásio de Campinas), and the Normal School of São Paulo (Escola Normal de São Paulo), between the years 1880 and 1909. For this, from a theoretical and methodological point of view, we resorted to micro history procedures, operating with scale games between the macro and the micro. Using sources such as minutes from teacher contest, letters from the São Paulo public administration, laws, regulations, journals, among others, it was possible to weave snippets of the experiences, individual trajectories, and networks of relationships of these subjects. As a result, this analysis allowed us to understand social logics in the constitution of the teaching staff of the three institutions, such as the recurrence in the hiri...
Science and higher education in Brazil an historical view
Woodrow Wilson International Center for Scholars. Latin American Program), Working Paper, 1979
This text was written while the author was a Fellow of the Woodrow Wilson International Center for Scholars, Washington, D.C. He is personally responsible for all opinions, evaluations and interpretations expressed here. Previous versions of this text received detailed comments and criticisms from Joseph Ben-David, James Lang, Abraham Lowenthal, Aluisio Pimenta, Hélio Pontes, Paulo Sergio Pinheiro, John D. Wirth, and others. Unfortunately, it was impossible to do justice to all their suggestions and criticisms, as they deserved.
2013
, he has been training science teachers in Alagoas for many years. José Renan Gomes received a master degree in education at the Federal University of Alagoas, where he works as lecturer. Who teaches science in Alagoas? A quantitative analysis of nonspecialist teaching at primary and secondary schools in Brazil While non-specialist teaching increasingly becomes an object of public interest, there is little data available on the actual educational background of teachers giving classes outside their specialisation. This work analyses the data collected by the Brazilian Ministry of Education from public and private schools in Alagoas (Brazil), with a special focus on science education at primary and secondary schools. We find that the phenomena of non-specialist teaching is highly subject specific. For instance, while both maths and biology are little affected, more than half of physics classes are given by teachers without an education in any natural science.
The Professional Didactics (PD) and Didactics of Sciences (DC) have roots traditionally originated in France. While (PD) is interested in the process of adult learning, occurring in their work places, the (DC) shows greater attention to the field of action of teaching and learning of specific subjects and therefore in the action of the teacher in the classroom. On the other hand, in Brazil, we observe the development of research involving a perspective of complementarity, in view of the initial and continuous training of teachers working in Science and Mathematics teaching. Thus, the present work addresses some representative elements of (PD) that have an immediate field of application, in order to provide an understanding of the role and work developed by the teacher, in the teaching of disciplines, as well as the analysis of other related components, for example, with the notion of professional competence. In the end, the work accentuates the use of technology to provide an understanding of the notions discussed, with help in visualization, such as the use of GeoGebra software.