GRAVEDAD SEMÁNTICA Y FORMACIÓN DOCENTE EN QUÍMICA: UN ESTUDIO DE CASO CENTRADO EN PROCESOS DE CONTEXTUALIZACIÓN DEL CONTENIDO DE LA ESCRITURA REFLEXIVA
Palavras-chave:
Escritura reflexiva
Resumo
During initial teacher training practice, the writing is outlined as a process that enables the appreciation of different pedagogical reflective processes. In addition, it helps the future professional teacher to build his or her own identity. In this work, the analysis conducted by a future chemistry teacher receiving her final year of initial teacher training internship is recovered using a writing device. It was used a qualitative methodology, focusing on a case study. The reflective practice was developed from a didactic issue produced by the future teacher, consisting of the connection between the content of the students’ replies in relation to the educational purpose of her questions, in accordance with the levels of conceptualization. The content of the reflections was analyzed using two types of categories. One of them corresponds to the reflective modalities, and the other corresponds to the contextualization and decontextualization levels of the content. The latter was developed through the recovery of the semantic dimension of the Legitimation Code Theory and, more precisely, through semantic gravity. Variation profiles were constructed for categories corresponding to the various typologies, and the relations between the categories associated with the typologies used and relations between these changes were studied, considering their importance in terms of their contributions to the development of reflective practices. Finally, research implications are discussed to promote reflective practices in initial training.
Downloads
Não há dados estatísticos.
Referências
Almeida, Leone A., Silva Júnior, Ademir de J. & Santos, Bruno F. (2021). Semantic Gravity and Contextualization in the Chemistry Questions of the Brazilian National High School Examination. IOSTE Letters, v. 01, p. 53-59.
Anijovich, Rebeca, & Cappelletti, Graciela (2011). La formación docente en Ciencias Jurídicas: dispositivos para la práctica reflexiva. Espacios en Blanco. Revista de Educación, 21, 241-257.
Anijovich, Rebeca, Cappelletti, Graciela, Mora, Silvia, & Sabelli, Maria José (2009). Transitar la formación pedagógica. Dispositivos y estrategias. Buenos Aires: Paidós.
Brookfield, Stephen (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. doi:10.1080/13691450902945215.
Cutrera, Guillermo, Massa, Maria, Stipcich, Silvia (2021). Nominalización en procesos de condensación de significados en la enseñanza de solución saturada: un estudio de caso en una escuela secundaria. Ciencia & Educação, 27, e21028. https://doi.org/10.1590/1516-731320210028.
Faller, Pierre, Lundgren, Henriette, & Marsick, Victoria (2020). Overview: why and how does reflection matter in workplace learning? Advances in developing human resources, 22(3), 248-263.
Hatton, Neville, & Smith, David (1994). Facilitating reflection: Issues and research. In Forum of Education. v.50, n° 01, pp. 49-65. Brisbane, Austrália. Disponible en: https://search.informit.org/doi/epdf/10.3316/ielapa.950908233.
Hatton, Neville, & Smith, David (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. doi.org/10.1016/0742-051X(94)00012-U.
Jackson, Philip (1998). La vida en las aulas. Madrid: Ediciones Morata.
Jay, Joelle K., & Johnson, Kerri L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi.org/10.1016/S0742-051X(01)00051-8.
Jiménez, J.; Melo, G.; Bacigalupo, F.; Manghi, D. (2016). Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria. Ciência & Educação (Bauru) 22(2), 335-350. doi.org/10.1590/1516-731320160020005.
Langsford, Dale (2021). Coping in complex, changing classroom contexts: An investigation of the bases of pre-service teachers' pedagogic reasoning. Journal of Education (University of KwaZulu-Natal) (83), 54-68. https://orcid.org/0000-0002-9142-5754.
Lara-Subiabre, Brenda Lara (2019). Reflexión pedagógica de profesores en formación. Un estudio de cuatro universidades chilenas. Perspectiva Educacional, 58(1), 4-25. doi.org/10.4151/07189729-vol.58-iss.1-art.802.
Loughran, John (2002). Developing reflective practice: Learning about teaching and learning through modelling Routledge. London. https://doi.org/10.4324/9780203453995.
Martins, Isabel, Gouvéa, Guaracira, Jansen, Maíra, Terreri, Letícia, Santos, André, &Assumpcáo, Adriana. (2006). Transitando fronteras. Reflexiones a partir del análisis del discurso de formadores de profesores de ciencias. Revista Mexicana de Investigación Educativa, 11(31).
Maton, Karl (2000). Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education, 11(1), 79-98. https://doi.org/10.1016/S0898-5898(99)00019-4.
Maton, Karl (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledgebuilding. British Journal of Sociology of Education, 30(1), 43- 57. doi.org/10.1080/01425690802514342.
Maton, Karl (2010). Analysing knowledge claims and practices: Languages of legitimation. In Karl Maton & Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 35-59). London: Continuum International Publishing Group.
Maton, Karl (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8-22. https://doi.org/10.1016/j.linged.2012.11.005.
Maton, Karl (2014). Knowledge and knowers: Towards a realist sociology of education: Routledge, London.
Maton, Karl, & Moore, Rob (2009). Coalitions of the Mind. In Karl Maton & Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London: A&C Black.
Maxwell, Joseph (2012). Qualitative research design: An interactive approach (3rd ed. Vol. 41): Sage publications. Los Angeles, London, New Delhi, Singapore, Washington.
McEwan, Hunter, & Egan, Kieran (1998). La narrativa en la enseñanza, el aprendizaje y la investigación. Buenos Aires: Amorrortu.
McGuire, Lisa, Lay, Kathy, & Peters, Jon (2009). Pedagogy of Reflective Writing in Professional Education. Journal of the Scholarship of Teaching and Learning, 9(1), 93-107. Retrieved from: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1718.
McNamara, Martin S., & Fealy, Gerard M. (2011). Legitimation code theory: A new lens through which to view our academic practice. Contemporary Nurse, 38(1-2), 119-121. doi.org/10.1080/10376178.2011.11002529.
Miles, Matthew, Huberman, Michaek, & Saldaña, Johnny (2013). Qualitative data analysis: A methods sourcebook. London: SAGE Publications.
Paul, Richard, & Elder, Linda (2019). The miniature guide to critical thinking concepts and tools: Rowman & Littlefield. London.
Pérez Gómez, Á. (1992). La función y formación del profesor/a en la enseñanza para la comprensión. Diferentes perspectivas. En J. Gimeno y A. Pérez (Ed.): Comprender y Transformar la Enseñanza. Madrid: Morata.
Perrenoud, Philippe (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: profesionalización y razón pedagógica (Vol. 1). Barcelona: Graó.
Sanjurjo de López, Liliana Olga; Caporossi, Alicia; España, Ana Elena (2009). Los dispositivos para la formación en las prácticas profesionales. Rosario (Argentina): Homo Sapiens Homo Sapiens Ediciones.
Sanjurjo, Liliana, Caporossi, Alicia, & Placci, Norma. (2016). La pareja pedagógica como dispositivo de evaluación en la formación docente universitaria. Paper presented at the Jornadas sobre las Prácticas de Enseñanza en la Formación Docente, Bernal, Argentina.
Santos, Bruno F. (2020). Códigos de especialização na formação inicial de professores de ciências naturais. In Chapani, Daisi, Duarte, Ana C., Santos, Bruno F. (Organizadores). A pesquisa e a formação de professores de ciências e matemática (pp. 13-33): CRV, Curitiba.
Santos, Bruno F., & Mortimer, Eduardo F. (2019). Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química. Investigações em Ensino de Ciências (online), v. 24, p. 62-80.
Schon, Donald A. (2008). The reflective practitioner: How professionals think in action Routledge. London.
Spradley, James P. (2016). Participant observation. Long Grove. Illinois.
Stake, Robert E. (1998). Investigación con estudio de casos. Madrid: Morata.
Stevenson, Marie, James, Bronwyn, Harvey, Arlene, Kim, Minkang, & Szenes, Eszter. (2018). Reflective Writing: A Transitional Space between Theory and Practice. In Miller, K. S. and Stevenson, M. (Editors): Transitions in Writing (pp. 264-299): Brill. Leiden.
Szenes, Eszter., Tilakaratna, Namala, & Maton, Karl (2015). The knowledge practices of critical thinking. In Davies, M. and Barnett, R. (Editors): The Palgrave handbook of critical thinking in higher education (pp. 573-591). Palgrave Macmillan, New York.
Taber, Keith S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chem. Educ. Res. Pract., 14(2), 156-168. doi:10.1039/c3rp00012e
Van Manen, Max (1977). Linking ways of knowing with ways of being practical. Curriculum inquiry, 6(3), 205-228. doi.org/10.1080/03626784.1977.11075533.
Zeichner, Kenneth (1987). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11(5), 565-575. doi.org/10.1016/0883-0355(87)90016-4.
Anijovich, Rebeca, & Cappelletti, Graciela (2011). La formación docente en Ciencias Jurídicas: dispositivos para la práctica reflexiva. Espacios en Blanco. Revista de Educación, 21, 241-257.
Anijovich, Rebeca, Cappelletti, Graciela, Mora, Silvia, & Sabelli, Maria José (2009). Transitar la formación pedagógica. Dispositivos y estrategias. Buenos Aires: Paidós.
Brookfield, Stephen (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. doi:10.1080/13691450902945215.
Cutrera, Guillermo, Massa, Maria, Stipcich, Silvia (2021). Nominalización en procesos de condensación de significados en la enseñanza de solución saturada: un estudio de caso en una escuela secundaria. Ciencia & Educação, 27, e21028. https://doi.org/10.1590/1516-731320210028.
Faller, Pierre, Lundgren, Henriette, & Marsick, Victoria (2020). Overview: why and how does reflection matter in workplace learning? Advances in developing human resources, 22(3), 248-263.
Hatton, Neville, & Smith, David (1994). Facilitating reflection: Issues and research. In Forum of Education. v.50, n° 01, pp. 49-65. Brisbane, Austrália. Disponible en: https://search.informit.org/doi/epdf/10.3316/ielapa.950908233.
Hatton, Neville, & Smith, David (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. doi.org/10.1016/0742-051X(94)00012-U.
Jackson, Philip (1998). La vida en las aulas. Madrid: Ediciones Morata.
Jay, Joelle K., & Johnson, Kerri L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi.org/10.1016/S0742-051X(01)00051-8.
Jiménez, J.; Melo, G.; Bacigalupo, F.; Manghi, D. (2016). Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria. Ciência & Educação (Bauru) 22(2), 335-350. doi.org/10.1590/1516-731320160020005.
Langsford, Dale (2021). Coping in complex, changing classroom contexts: An investigation of the bases of pre-service teachers' pedagogic reasoning. Journal of Education (University of KwaZulu-Natal) (83), 54-68. https://orcid.org/0000-0002-9142-5754.
Lara-Subiabre, Brenda Lara (2019). Reflexión pedagógica de profesores en formación. Un estudio de cuatro universidades chilenas. Perspectiva Educacional, 58(1), 4-25. doi.org/10.4151/07189729-vol.58-iss.1-art.802.
Loughran, John (2002). Developing reflective practice: Learning about teaching and learning through modelling Routledge. London. https://doi.org/10.4324/9780203453995.
Martins, Isabel, Gouvéa, Guaracira, Jansen, Maíra, Terreri, Letícia, Santos, André, &Assumpcáo, Adriana. (2006). Transitando fronteras. Reflexiones a partir del análisis del discurso de formadores de profesores de ciencias. Revista Mexicana de Investigación Educativa, 11(31).
Maton, Karl (2000). Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education, 11(1), 79-98. https://doi.org/10.1016/S0898-5898(99)00019-4.
Maton, Karl (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledgebuilding. British Journal of Sociology of Education, 30(1), 43- 57. doi.org/10.1080/01425690802514342.
Maton, Karl (2010). Analysing knowledge claims and practices: Languages of legitimation. In Karl Maton & Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 35-59). London: Continuum International Publishing Group.
Maton, Karl (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8-22. https://doi.org/10.1016/j.linged.2012.11.005.
Maton, Karl (2014). Knowledge and knowers: Towards a realist sociology of education: Routledge, London.
Maton, Karl, & Moore, Rob (2009). Coalitions of the Mind. In Karl Maton & Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London: A&C Black.
Maxwell, Joseph (2012). Qualitative research design: An interactive approach (3rd ed. Vol. 41): Sage publications. Los Angeles, London, New Delhi, Singapore, Washington.
McEwan, Hunter, & Egan, Kieran (1998). La narrativa en la enseñanza, el aprendizaje y la investigación. Buenos Aires: Amorrortu.
McGuire, Lisa, Lay, Kathy, & Peters, Jon (2009). Pedagogy of Reflective Writing in Professional Education. Journal of the Scholarship of Teaching and Learning, 9(1), 93-107. Retrieved from: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1718.
McNamara, Martin S., & Fealy, Gerard M. (2011). Legitimation code theory: A new lens through which to view our academic practice. Contemporary Nurse, 38(1-2), 119-121. doi.org/10.1080/10376178.2011.11002529.
Miles, Matthew, Huberman, Michaek, & Saldaña, Johnny (2013). Qualitative data analysis: A methods sourcebook. London: SAGE Publications.
Paul, Richard, & Elder, Linda (2019). The miniature guide to critical thinking concepts and tools: Rowman & Littlefield. London.
Pérez Gómez, Á. (1992). La función y formación del profesor/a en la enseñanza para la comprensión. Diferentes perspectivas. En J. Gimeno y A. Pérez (Ed.): Comprender y Transformar la Enseñanza. Madrid: Morata.
Perrenoud, Philippe (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: profesionalización y razón pedagógica (Vol. 1). Barcelona: Graó.
Sanjurjo de López, Liliana Olga; Caporossi, Alicia; España, Ana Elena (2009). Los dispositivos para la formación en las prácticas profesionales. Rosario (Argentina): Homo Sapiens Homo Sapiens Ediciones.
Sanjurjo, Liliana, Caporossi, Alicia, & Placci, Norma. (2016). La pareja pedagógica como dispositivo de evaluación en la formación docente universitaria. Paper presented at the Jornadas sobre las Prácticas de Enseñanza en la Formación Docente, Bernal, Argentina.
Santos, Bruno F. (2020). Códigos de especialização na formação inicial de professores de ciências naturais. In Chapani, Daisi, Duarte, Ana C., Santos, Bruno F. (Organizadores). A pesquisa e a formação de professores de ciências e matemática (pp. 13-33): CRV, Curitiba.
Santos, Bruno F., & Mortimer, Eduardo F. (2019). Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química. Investigações em Ensino de Ciências (online), v. 24, p. 62-80.
Schon, Donald A. (2008). The reflective practitioner: How professionals think in action Routledge. London.
Spradley, James P. (2016). Participant observation. Long Grove. Illinois.
Stake, Robert E. (1998). Investigación con estudio de casos. Madrid: Morata.
Stevenson, Marie, James, Bronwyn, Harvey, Arlene, Kim, Minkang, & Szenes, Eszter. (2018). Reflective Writing: A Transitional Space between Theory and Practice. In Miller, K. S. and Stevenson, M. (Editors): Transitions in Writing (pp. 264-299): Brill. Leiden.
Szenes, Eszter., Tilakaratna, Namala, & Maton, Karl (2015). The knowledge practices of critical thinking. In Davies, M. and Barnett, R. (Editors): The Palgrave handbook of critical thinking in higher education (pp. 573-591). Palgrave Macmillan, New York.
Taber, Keith S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chem. Educ. Res. Pract., 14(2), 156-168. doi:10.1039/c3rp00012e
Van Manen, Max (1977). Linking ways of knowing with ways of being practical. Curriculum inquiry, 6(3), 205-228. doi.org/10.1080/03626784.1977.11075533.
Zeichner, Kenneth (1987). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11(5), 565-575. doi.org/10.1016/0883-0355(87)90016-4.
Publicado
2022-09-27
Como Citar
Cutrera, G., Silva Júnior, A. de J., & Ferreira dos Santos, B. (2022). GRAVEDAD SEMÁNTICA Y FORMACIÓN DOCENTE EN QUÍMICA: UN ESTUDIO DE CASO CENTRADO EN PROCESOS DE CONTEXTUALIZACIÓN DEL CONTENIDO DE LA ESCRITURA REFLEXIVA. InterMeio: Revista Do Programa De Pós-Graduação Em Educação - UFMS, 28(55), 94-115. https://doi.org/10.55028/intermeio.v28i55.17286
Seção
Artigos - Dossiê
Copyright (c) 2022 Programa de Pós-graduação em Educação UFMS
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
