RESIGNIFYING RESEARCH IN THE SCHOOL CONTEXT: FROM THEORY TO PRACTICE

Authors

  • Carla Vargas Bozzato Universidade Federal do Rio Grande do Sul, UFRGS Porto Alegre, RS, Brasil
  • Maiara Rosa Alves Universidade Federal do Rio Grande do Sul

DOI:

https://doi.org/10.14571/brajets.v12.n2.101-109

Abstract

The present article deals with a qualitative research cut in the Graduate Program in Science Education of the Federal University of Rio Grande do Sul, with the aim of bringing the research into the theory and practical of the school context to qualify science teaching in high school. The investigations were carried out in two public schools of the state of Rio Grande do Sul at Osório and Pelotas, in which it was sought to propagate the teaching of activities related to scientific knowledge through a research group during science classes. The results were discussed by Morin (2000), Maturana (2001) and Demo (2015), making possible to think of new perspectives of research work in the school context, surpassing the vision of content transmission and seeking interlocutors in a research as a methodological strategy.

References

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Published

2019-08-06

Issue

Vol. 12 No. 2 (2019)

Section

Teacher Training for the Science Teaching

License

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