Aproximando universidade e escola através da produção acadêmica

Abstract

Brazil is going through a process of increasing their scientific production in several areas, including the area of the teaching of science and mathematics. However much of these researches that should contribute to the improvement of teachers' actions in the classroom is not fulfilling its role, unlike, what is happening nowadays is that the Brazilian scientific production of higher education seems alienated from basic education. In this context, this project aims to analyze the impact of a training course for the use of academic research in classes of public school teachers. This study was conducted in three stages, first, an analysis of the Brazilian research in the teaching of science and math oriented to the school, it was evaluated the research groups, graduate programs, theses, dissertations and papers in indexed journals. At this stage was observed a significant growth in all aspects studied, especially from the year 2000. The major production centers are located in the public academic institutions of higher education and in the more developed regions of Brazil (south and southeast). Subsequently was performed a inquiry with high school students in order to better understand the school reality and the reasons that lead to the interest or disinterest in relation to school subjects. At this stage it was evident that most students have interest in content (87%) and knows its importance for the future. Nevertheless, it was found that the misperception that students not demonstrate interest in the subjects worked in the classroom could be linked to the attitudes and behaviors of students, or the way the contents are covered with antiquated methodologies and decontextualized. Thus, despite knowing the importance of content there is no interest, because the teaching is discouraging, this fact pointed out the need to review the practices in school. Therefore, based on these studies, there was conducted an action-research with teachers in a public school Uruguaiana with the purpose of assessing whether a continuing education course for the use of academic production constitutes an effective tool for improving teaching in schools. Here it was found that academic research can act as a facilitator of change effective process in the school environment,of a fragmented and decontextualized practice for a practice based on interdisciplinary and problematization, supported by scientific literature. In addition, this contact with the academic production led to a reflection about the methods, content and assessment tools used in the school, as well as appropriation and questioning by the teachers of this production. Therefore, from this study it was found that teachers were able to incorporate into their teaching academic research, causing a slightly decreased of the distance that separates the investigations focused on the school environment of the schools reality.