Banca de DEFESA: LILIANA GABRIELLE BARBOSA LUNA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LILIANA GABRIELLE BARBOSA LUNA
DATE: 25/08/2022
TIME: 17:00
LOCAL: CAA - Através de meios remotos em virtude da Pandemia de COVID19
TITLE:
KEY WORDS:

Scientific dissemination, Recontextualization, Women scientists, Instagram.

PAGES: 103
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present work develops an investigation into the production of scientific dissemination content for social networks, such as Instagram, made by undergraduates and students of the Supervised Internship IV discipline, of the Graduation in Physics course at UFPE/CAA on the theme of contributions of women scientists to Science, from the theoretical context of what is understood by scientific dissemination and by the recontextualization of discourse – according to Bernstein (1996). The methodology used is classified as qualitative, more specifically, as a case study, and seeks, from the data obtained, to allow an analysis of the materials produced and published in the profile “Tem Física Aí?” and also the production process, from the questionnaires and reports made at the time of final socialization of the discipline via Google Meet. With the analysis carried out, it was then possible to respond to the general objective, to understand how the production process of this science dissemination content takes place, when the environment used for this is Instagram and also to respond to some other objectives, such as identifying the methodologies and/or strategies used by them in the production and recontextualization of the content, as well as the difficulties and limitations found in the production process and in the social network used. The results obtained showed characteristics of this format of scientific dissemination, linked to the presence of marks indicative of the recontextualization of the discourse, such as the regulatory discourse and the instructional discourse, and showed that, in fact, the information discourse, characteristic of scientific dissemination, can be treated analogously to a pedagogical discourse. In addition, it was possible to obtain an understanding and establish discussions about how the process of production of the material as a whole took place, made by the undergraduates, as disseminators of Science and as future teachers who need to seek new methodologies that aim to contribute to teaching.

The present work develops an investigation into the production of scientific dissemination content for social networks, such as Instagram, made by undergraduates and students of the Supervised Internship IV discipline, of the Graduation in Physics course at UFPE/CAA on the theme of contributions of women scientists to Science, from the theoretical context of what is understood by scientific dissemination and by the recontextualization of discourse – according to Bernstein (1996). The methodology used is classified as qualitative, more specifically, as a case study, and seeks, from the data obtained, to allow an analysis of the materials produced and published in the profile “Tem Física Aí?” and also the production process, from the questionnaires and reports made at the time of final socialization of the discipline via Google Meet. With the analysis carried out, it was then possible to respond to the general objective, to understand how the production process of this science dissemination content takes place, when the environment used for this is Instagram and also to respond to some other objectives, such as identifying the methodologies and/or strategies used by them in the production and recontextualization of the content, as well as the difficulties and limitations found in the production process and in the social network used. The results obtained showed characteristics of this format of scientific dissemination, linked to the presence of marks indicative of the recontextualization of the discourse, such as the regulatory discourse and the instructional discourse, and showed that, in fact, the information discourse, characteristic of scientific dissemination, can be treated analogously to a pedagogical discourse. In addition, it was possible to obtain an understanding and establish discussions about how the process of production of the material as a whole took place, made by the undergraduates, as disseminators of Science and as future teachers who need to seek new methodologies that aim to contribute to teaching.

 

BANKING MEMBERS:
Externa à Instituição - GRACIELLA WATANABE - UFABC
Presidente - 2584345 - ERNESTO ARCENIO VALDES RODRIGUEZ
Interna - 1199128 - TASSIANA FERNANDA GENZINI DE CARVALHO