Interações discursivas sobre perfis, mudanças e evoluções conceituais no ensino de ciências.

Abstract

This thesis presents the concepts (conceptual profile) that academics in course of teacher training have in relation to knowledge of science teaching area, analyzing whether undergo change (conceptual change or change and conceptual evolution) over the teaching process of which participate in the discipline of Theoretical Foundations and Methodological Natural Science. The research supports in six central concepts: the idea of revolutionary paradigm (KUHN, 2013) the notion of conceptual profile (MORTIMER, 2000); change and conceptual evolution (Posner et al, 1982, 1992); meaningful learning (AUSUBEL, 1982); the teacher diary as a self-reflexive writing instrument (PORLÁN, MARTÍN, 1997) and the meanings in narrative discourses (ORLANDI, 2005). The empirical material consists of diaries of pedagogical conceptions, prepared by academics and by the logbook of the teacher-researcher. Based on the guidelines of the discursive textual analysis (MORAES, GALIAZZI 2011) and ratings of the diaries (ZABALZA 2004), it was made the analysis of the narratives produced. The study results indicate that the views of a profile in conceptual movement become more complex as the teaching and learning situations are enlarged and restructured. In this process, the written language and reflexivity stand out as key elements of the construction of knowledge and awareness. Defend the idea of coexistence of concepts in the production of narrative discourse in broader conceptual terms, keeping own arguments of the original profile.