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Abstract(s)
Com o objectivo de conhecer qual o contributo dos docentes da área de ciências, para formar crianças e jovens aptos a exercer a cidadania, realizámos este estudo, no qual identificámos as concepções e práticas pedagógicas dos professores de ciências, assim como a
sua formação inicial e de continuação relativamente à educação para a cidadania. Começámos por fazer o enquadramento teórico com referência à legislação portuguesa relativamente à educação para a cidadania nos programas de ciências e aos contributos da educação científica e das várias disciplinas relativamente a essa temática.
Foi realizado um estudo qualitativo, com características de estudo de caso, com
recurso a entrevistas semi-estruturadas a quatro professores da área de ciências (Matemática, Física e Química, Biologia e Tecnologias de Informação e Comunicação) do 3º Ciclo do Ensino Básico de uma escola secundária do distrito da Guarda.
Em grande parte das respostas as concepções de educação para a cidadania dos entrevistados baseiam-se na participação na vida social, na formação de cidadãos críticos, aptos a construírem conhecimento e participarem em actos solidários. Deste estudo também
salientamos a falta de formação inicial e de continuação dos professores de ciências
relativamente à educação para a cidadania.
Aiming at understanding the contribution of the science teachers to enable children and teenagers to exercise their civic rights, we conducted a study in which we identified their concepts and pedagogical action as well as their own training in the field of the Education for Citizenship. We started by referring its theoretical framework in regard to the Portuguese legislation concerning the education for civility in the science syllabus and the contributions of the different school subjects to the same matter. It was conducted a qualitative study, with case-by-case characteristics, based on interviews to four teachers (Mathematic, Physic and Chemistry, Biology and Information and Communication Technologies) from 3º grade from a secondary school in the district of Guarda. Most of the responses showed that the notions about education for civility of those interviewed, were based on social life, on building up independent and outspoken citizens able to produce knowledge and become jointly liable. From the study we also point out the lack of initial and continuous formation of science teachers in education for citizenship.
Aiming at understanding the contribution of the science teachers to enable children and teenagers to exercise their civic rights, we conducted a study in which we identified their concepts and pedagogical action as well as their own training in the field of the Education for Citizenship. We started by referring its theoretical framework in regard to the Portuguese legislation concerning the education for civility in the science syllabus and the contributions of the different school subjects to the same matter. It was conducted a qualitative study, with case-by-case characteristics, based on interviews to four teachers (Mathematic, Physic and Chemistry, Biology and Information and Communication Technologies) from 3º grade from a secondary school in the district of Guarda. Most of the responses showed that the notions about education for civility of those interviewed, were based on social life, on building up independent and outspoken citizens able to produce knowledge and become jointly liable. From the study we also point out the lack of initial and continuous formation of science teachers in education for citizenship.
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Keywords
Ensino básico Ensino das ciências