FORMATIVE REFLECTIONS BASED ON A DOCTORAL COURSE IN SCIENTIFIC EDUCATION AND TEACHER TRAINING

Authors

  • Gleydson da Paixão Tavares Universidade Estadual do Sudoeste da Bahia/UESB
  • Adriano Santos Lago Universidade Estadual do Sudoeste da Bahia/UESB
  • Beatriz Rodrigues Lino dos Santos Universidade Estadual do Sudoeste da Bahia/UESB
  • Diego Matos Araújo Barros Universidade Estadual do Sudoeste da Bahia/UESB
  • Eduardo Lourenço dos Santos Universidade Estadual do Sudoeste da Bahia/UESB

Keywords:

Teacher Training. Science and Mathematics Education. Teaching and Learning Process. Doctoral Program.

Abstract

The Graduate Program in Scientific Education and Teacher Training (PPG-ECFP) – Master's and Doctoral levels – is affiliated with the Department of Biological Sciences at the State University of Southwest Bahia, Jequié Campus (BA), and is part of the National Graduate System.

According to the Program Regulations, the Graduate Program in Science and Mathematics was created to develop research in the field of Science and Mathematics Education, promoting the qualifications of educators/researchers in the areas of Biology, Physics, Mathematics, and Chemistry, and, concomitantly, generating knowledge that contributes to the improvement of teaching and learning processes in these areas, considering all levels of education in formal education and also in other instances in non-formal education.

This compendium brings together four articles that describe and reflect on the organization, planning, development, and learning provided by the curricular components offered by the Graduate Program in Science Education and Teacher Training (PPG-ECFP) – Doctoral level, in the first semester of 2024, namely: Professional Development of Science and Mathematics Teachers; Epistemology and Sociology of Knowledge: Support for Teaching and Research in Science Education; Curriculum, Differences, and Teacher Training for Science and Mathematics Teaching; and Foundations and Trends in Mathematics Education.

The first chapter describes and reflects on the development and contributions of the curricular component Professional Development of Science and Mathematics Teachers.

The second chapter presents some initial considerations and theoretical perspectives on Epistemology and Sociology of Knowledge, as well as their contributions to teacher professional development in Science Education.

The third chapter presents reflections on an experience report that sought to reflect on the contributions that knowledge about curriculum theories can make to a better teaching and learning process, based on discussions that took place in the curriculum component "Curriculum, Differences, and Teacher Training for Science and Mathematics Teaching."

The fourth chapter addresses the contributions of the curriculum component "Foundations and Trends in Mathematics Education" and aims to share the potential of the experience gained in developing this curriculum component.

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Author and Organizer,

Gleydson da Paixão Tavares

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Author Biographies

Gleydson da Paixão Tavares, Universidade Estadual do Sudoeste da Bahia/UESB

Doutorando do Programa de Pós-Graduação em Educação Científica e Formação de Professores (PPG-ECFP), da Universidade Estadual do Sudoeste da Bahia/UESB – Campus Jequié (BA). Técnico Universitário da Universidade Estadual de Santa Cruz/UESC – Ilhéus (BA).

Adriano Santos Lago, Universidade Estadual do Sudoeste da Bahia/UESB

Doutorando do Programa de Pós-Graduação em Educação Científica e Formação de Professores (PPG-ECFP), da Universidade Estadual do Sudoeste da Bahia/UESB – Campus Jequié (BA).  Professor da rede Pública Estadual da Bahia e Professor da rede Pública Municipal de Ubaitaba (BA).

Beatriz Rodrigues Lino dos Santos, Universidade Estadual do Sudoeste da Bahia/UESB

Doutoranda do Programa de Pós-Graduação em Educação Científica e Formação de Professores (PPG-ECFP), da Universidade Estadual do Sudoeste da Bahia/UESB – Campus Jequié (BA).  Professora da rede Pública Municipal de Eunápolis-Bahia e Coordenadora do Curso de Pedagogia na Faculdade Espírito Santo – FAES.

Diego Matos Araújo Barros, Universidade Estadual do Sudoeste da Bahia/UESB

Doutorando do Programa de Pós-Graduação em Educação Científica e Formação de Professores (PPG-ECFP), da Universidade Estadual do Sudoeste da Bahia/UESB – Campus Jequié (BA).  Professor da rede Pública Municipal de Itapiúna-Ceará.

Eduardo Lourenço dos Santos, Universidade Estadual do Sudoeste da Bahia/UESB

Doutorando do Programa de Pós-Graduação em Educação Científica e Formação de Professores (PPG-ECFP), da Universidade Estadual do Sudoeste da Bahia/UESB – Campus Jequié (BA).  Professor da rede Pública Estadual da Bahia.

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Published

2025-08-11

How to Cite

da Paixão Tavares, G., Lago, A. S., Santos, B. R. L. dos, Barros, D. M. A., & Santos, E. L. dos. (2025). FORMATIVE REFLECTIONS BASED ON A DOCTORAL COURSE IN SCIENTIFIC EDUCATION AND TEACHER TRAINING. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12–111. Retrieved from https://periodicorease.pro.br/rease/article/view/20510

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Atribuição CC BY