DOI:
https://doi.org/10.14483/23464712.18155Published:
2023-07-10Conocimiento Pedagógico y Semiótico del Contenido de las Ciencias (CPSC) una Propuesta Reflexiva para Docentes
Pedagogical and Semiotic knowledge of Science Content (PSKC) A Reflective Proposal for Teachers
Conhecimentos Pedagógicos e Semióticos de Conteúdo Científico (CPSC) Uma Proposta Reflexiva para Professores
Keywords:
Pedagogical and Semiotic Knowledge of Content, Semiotic Knowledge of Content, Pedagogical and Semiotic Knowledge, Pedagogical Knowledge of Content (en).Keywords:
Conocimiento Pedagógico y Semiótico del Contenido, Conocimiento Semiótico del Contenido, Conocimiento Pedagógico y Semiótico, Conocimiento Pedagógico del Contenido (es).Keywords:
Conhecimento Pedagógico e Semiótico do Conteúdo, Conhecimento Semiótico do Conteúdo, Conhecimento Pedagógico e Semiótico, Conhecimento Pedagógico do Conteúdo (pt).Downloads
Abstract (es)
Las dificultades que presentan los estudiantes en la construcción del conocimiento científico escolar no sólo son consecuencias de la naturaleza abstracta y del alto componente matemático que subyace a los productos y proceso de las ciencias, sino, también, del conocimiento y uso intencional que se haga de los rasgos de carácter lingüísticos y semióticos que configuran la transacción de significados y formas de significar en el aula de ciencias. Esta situación ha generado la necesidad de conceptualizar la base del Conocimiento Pedagógico y Semiótico del Contenido de las ciencias, la cual resulta de la combinación sinérgica entre el Contenido disciplinar, la Pedagogía y la Semiótica (CPSC). Así, esta combinación produce los siguientes elementos epistémicos: Conocimiento Semiótico del Contenido; Conocimiento Pedagógico y Semiótico; y Conocimiento Pedagógico del Contenido. El primero, permitió documentar los rasgos retóricos que caracterizan el discurso científico; el segundo, estableció una serie de estrategias pedagógicas, cuya función es la de andamiar la apropiación del lenguaje de las ciencias como una herramienta de pensamiento y construcción de conocimiento; y el tercero, se focalizó en explicitar las dificultades, estrategias de enseñanza y formas de representar los contenidos.
Abstract (en)
The difficulties that students present in the construction of school scientific knowledge are not only consequences of the abstract nature and the high mathematical component that underlies the products and processes of science, but also of the knowledge and intentional use that is made of the linguistic and semiotic character traits that configure the transaction of meanings and ways of meaning in the science classroom. This situation has generated the need to conceptualize the base of Pedagogical and Semiotic Knowledge of the Content of the sciences, which results from the synergistic combination between Disciplinary Content, Pedagogy and Semiotics (CPSC). Thus, this combination produces the following epistemic elements: Semiotic Content Knowledge; Pedagogical and Semiotic Knowledge; and Pedagogical Knowledge of the Content. The first made it possible to document the rhetorical features that characterize scientific discourse; the second, established a series of pedagogical strategies, whose function is to scaffold the appropriation of the language of science as a tool for thinking and building knowledge; and the third, focused on making explicit the difficulties, teaching strategies and ways of representing the contents.
Abstract (pt)
As dificuldades apresentadas pelos estudantes na construção do conhecimento científico escolar não são apenas consequências da natureza abstracta e da elevada componente matemática subjacente aos produtos e processos da ciência, mas também do conhecimento e do uso intencional de características linguísticas e semióticas que moldam a transacção de significados e formas de significado na sala de aula de ciências. Esta situação gerou a necessidade de conceptualizar a base do Conhecimento Pedagógico e Semiótico do Conteúdo da ciência, que resulta da combinação sinérgica entre o Conteúdo disciplinar, Pedagogia e Semiótica (CPSC). Assim, esta combinação produz os seguintes elementos epistémicos: Conhecimento Semiótico do Conteúdo; Conhecimento Pedagógico e Semiótico; e Conhecimento Pedagógico do Conteúdo. A primeira permitiu documentar os traços retóricos que caracterizam o discurso científico; a segunda estabeleceu uma série de estratégias pedagógicas, cuja função é a de andaimes a apropriação da linguagem da ciência como instrumento de pensamento e construção do conhecimento; e a terceira centrou-se em tornar explícitas as dificuldades, estratégias pedagógicas e formas de representação dos conteúdos.
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