Ação de ensinar com base na argumentação científica escolar: contribuições da teoria de Galperin para formação docente

Abstract

The need for teacher preparation to plan and implement activities that encourage the teaching of argumentation in science classes integrates the topics covered in the literature in studies that have been developed in several countries. Given the centrality of this skill in the school environment, we defend its inclusion in the classroom as fundamental, and therefore, as a teaching skill to be trained. This investigation is characterized as a theoretical study, which is established in the movement of combining a teaching model with a psychological basis, with the aim of supporting discussions regarding advances in the field of science teacher training. Therefore, in order to offer theoretical contributions aimed at teaching based on the school scientific argumentation model of Adúriz-Bravo (2012), we propose a guiding basis supported by elements of the staged theory of mental actions and concepts by P. Ya. Galperin. The research development process involved the deepening and establishment of relationships between theoretical references, having as its premise the epistemological coherence maintained between them, in addition to the bibliographic validation stages and with experts who are members of the Argumentation and Science Teaching Research Group — ArgEC/UFRN and the Research Group on Epistemology, History and Didactics of Natural Sciences — GEHyD/UBA. In this way, the results refer to a guiding basis that is expressed in the sense of knowledge production. Therefore, we conclude that this thesis brings together fundamental notes in the field of science teacher training, specifically in supporting the development of skills necessary for professionalization and teaching performance from the perspective of promoting quality scientific education.