Experiência de leitura por andaimes articulada ao uso de filmes na formação de professores de ciências

Abstract

The teaching-learning process in Science teaching is made up of a universe of meanings, contents, theories, social aspects, which bring challenges to its insertion in the school environment. In this context, Cinema emerges as a facilitating strategy, to assist in learning content in the area of Science teaching. Thus, this doctoral thesis aims to analyze the contributions of the Scaffolded Reading Experience articulated with the use of f movies, in the initial training of Science teachers. This study was organized into two stages: Bibliographical Research and Research on the training process. In Bibliographical Research, an analysis of academic production on Cinema in Science teaching was carried out, focusing on theses and dissertations. The results of this investigation demonstrated that the number of research on the topic is relatively small when compared to research carried out in Science teaching in general. Furthermore, the majority followed the qualitative methodology, of a pure nature, with a diversified technical procedure. Subsequently, Research on the training process was developed, in which a training course was carried out “Cinema as a teaching tool in teacher training”, for members of the Pedagogical Residency Program - preceptors and residents - of an Educational Institution Higher. The results of this moment indicated the potential of adapting the Scaffolding Reading Experience for the planning and implementation of movies practices in Science teaching. This adaptation made it possible to link theory with practice, encouraging dialogue and reflection on the possibilities and challenges of using movies in this context. And finally, an educational product was built that presents theoretical and practical aspects about the planning and implementation of practices in the school environment, using the adaptation of the Scaffolded Reading Experience for the use of movies. Therefore, this thesis demonstrated that the Scaffolded Reading Experience articulated with the use of movies is configured as an effective didactic-methodological structure for the planning and implementation of pedagogical practices, contributing to more significant and contextualized learning of scientific themes, through dialogue, motivation, interest, knowledge and reflection.