O ensino pela pesquisa em ciências : comparação de abordagens em uma perspectiva internacional

Abstract

The dissertation presents a research report in order to understand and compare the general teaching approaches for research in school that are developed in three countries: Brazil, United States and Spain. The problem that guided this research can be expressed by the following question: How the inquiry teaching is understood by theorists of countries like Brazil, United States and Spain? In this dissertation, therefore, are described and compared fundamentals of teaching proposals for research in these countries. The methodological approach was largely qualitative, consisting of desk research of books, articles and websites that deal with authors by research on teaching in these countries. The texts selected underwent Textual Analysis Discursive, from which emerged the following categories: prior knowledge by research in teaching; practice in the classroom to solve problems; the selection and organization of content in teaching the research; the role of teacher and student in the research education at school; methodological procedures research at school; education through research on the development of students' autonomy. From the analysis it was possible to understand, identify, characterize and compare the proposed approaches. The results show that the approaches are similar in all three countries in the value of students' prior knowledge, the practical work and action of students. However differ in a trial, with shares in the lab, which is more valued at U.S. approach, in relation to argumentative and cultural development of the tools of language, more valued in Brazil, and in relation to the nature of research problems and social life of the students, the more valued in Spain.