Caracterização das oficinas: uma pesquisa exploratória em publicações na área de Ensino de Ciências da Natureza

Abstract

This work presents a exploratory character survey that had as purpose to analyze the bibliographic articles that present the term "workshop/workshops" in their titles, abstracts or keywords. The problems of research that guided this work were: "The workshops may be considered a methodology for teaching science? In which Philosophical Posture are justified? There is a uniformity in relation to methodological structure of workshops? ". Given this, in search of answers to the problems in question, an analysis on articles published in six magazines of the teaching area classified as A1, A2 and B1, quantitative and qualitative way to measure and qualify the publications generated around the term "workshop/workshops".For the analysis of selected publications were prepared two dimensions: "identifying the workshops" which is divided into three categories: Education Level, Curriculum and Add-on Components. The second dimension, entitled "Philosophical Posture" is structured into two categories: Theoretical Bases and Authors. Among the results obtained in this research, it was noticed that there are several add-ons used by the authors in their proposals such as Conceptual, Pedagogical, Thematic, Theatre, Physics, Educational, Teaching and Learning and Didactic-Teaching. Also it was found that in many cases the term workshop is only mentioned as a teaching resource, but the article does not present a theoretical foundation or specific definition. It should be noted that the workshops are mostly based on Constructivist Theoretical Basis and that the least used is the Behaviour Source. The results revealed that of the 33 articles found only eight cited organization and structuring of the workshops. Finally, it was found that the workshops are a widely used tool in the education area, with the purpose to assist in the teaching and learning process, however, there is no consensus in the literature about the same, which leads to the conclusion that not often are employed without a methodological rigor.