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Publication
Educação em astronomia e inovação pedagógica: desafios e possibilidades
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Abstract(s)
Este estudo se propôs a investigar e analisar as práticas pedagógicas desenvolvidas pelos participantes do Clube de Astronomia Vega, localizado no município de Pesqueira, estado de Pernambuco, Brasil. Em termos de organização, encontra-se dividido em duas partes e cinco capítulos. A primeira parte, que corresponde ao enquadramento teórico, divide-se em três capítulos, discutindo astronomia, educação em astronomia, inovação pedagógica e aprendizagem. A segunda parte, que representa o estudo empírico, está constituída por dois capítulos, abordando a metodologia e apresentando a análise e interpretação dos dados, além da discussão dos resultados. Para alcançar os objetivos propostos foi desenvolvida uma pesquisa qualitativa substanciada pela etnografia. Seguindo os princípios teórico-metodológicos adotados, coletamos dados in loco por um período de doze meses, de maio de 2017 a abril de 2018, utilizando como instrumentos de coleta a observação participante com notas em diário de campo, as entrevistas etnográficas com gravação em áudio e a recolha de documentos, atentando para toda e qualquer informação que se mostrasse significativa em relação às práticas pedagógicas observadas. Ademais, por meio da opção metodológica empregada tornou-se possível o entendimento do contexto investigado, na medida em que esta abordagem nos possibilitou adentrar no cotidiano dos pesquisados e explorar a realidade cultural investigada a partir de um olhar de dentro. A análise e interpretação dos dados aconteceram de forma indutiva, originando indicadores que formaram categorias que se configuraram como a base de informações na busca por responder às questões inicias da investigação. Nesse processo constatamos que práticas pedagógicas que possibilitem a criação de ambientes de aprendizagem em detrimento aos ambientes de ensino são potenciadoras de inovação, ao passo que causam ruptura no paradigma tradicional de educação e abrem caminho à produção real e significativa de conhecimento.
This study aims to investigate and analyze the pedagogical practices developed by participants of the Vega Astronomy Club, located in the municipality of Pesqueira, state of Pernambuco, Brazil. In terms of organization, it is divided into two parts and five chapters. The first part, which corresponds to the theoretical foundation, is divided into three chapters, discussing astronomy, astronomy education, pedagogical innovation and learning. The second part, which represents the empirical study, consists of two chapters, addressing the methodology and presenting the analysis and interpretation of the data, besides the discussion of the results. To achieve the proposed objectives, we developed a qualitative research substantiated by ethnography. Following the theoretical-methodological principles adopted, we collected data in loco for a period of twelve months, from May 2017 to April 2018, using as instruments of collection the participant observation with notes in field diary, ethnographic interviews with audio recording and the collection of documents, taking into account any information that would be significant in relation to the pedagogical practices observed. In addition, through the methodological option employed, it became possible to understand the context investigated, insofar as this approach allowed us to enter the daily life of the researched ones and to explore the cultural reality investigated from an inside look. The analysis and interpretation of the data happened in an inductive way, originating indicators that formed categories that were configured as the information base in the search for answering the initial research questions. In this process we find that pedagogical practices that allow the creation of learning environments to the detriment of teaching environments are potentiators of innovation, while causing rupture in the traditional paradigm of education and open the way to real and meaningful production of knowledge.
This study aims to investigate and analyze the pedagogical practices developed by participants of the Vega Astronomy Club, located in the municipality of Pesqueira, state of Pernambuco, Brazil. In terms of organization, it is divided into two parts and five chapters. The first part, which corresponds to the theoretical foundation, is divided into three chapters, discussing astronomy, astronomy education, pedagogical innovation and learning. The second part, which represents the empirical study, consists of two chapters, addressing the methodology and presenting the analysis and interpretation of the data, besides the discussion of the results. To achieve the proposed objectives, we developed a qualitative research substantiated by ethnography. Following the theoretical-methodological principles adopted, we collected data in loco for a period of twelve months, from May 2017 to April 2018, using as instruments of collection the participant observation with notes in field diary, ethnographic interviews with audio recording and the collection of documents, taking into account any information that would be significant in relation to the pedagogical practices observed. In addition, through the methodological option employed, it became possible to understand the context investigated, insofar as this approach allowed us to enter the daily life of the researched ones and to explore the cultural reality investigated from an inside look. The analysis and interpretation of the data happened in an inductive way, originating indicators that formed categories that were configured as the information base in the search for answering the initial research questions. In this process we find that pedagogical practices that allow the creation of learning environments to the detriment of teaching environments are potentiators of innovation, while causing rupture in the traditional paradigm of education and open the way to real and meaningful production of knowledge.
Description
Keywords
Inovação pedagógica Astronomia Educação Aprendizagem Etnografia Pedagogical innovation Astronomy Education Learning Ethnography Ciências da Educação – especialidade de Inovação Pedagógica . Faculdade de Ciências Sociais