O desenvolvimento profissional docente em discussão

This collection is the result of theoretical considerations made in the education field with emphasis on the teacher’s professional development. The diversity of authors, which came from distinctive higher education institutions located in Brazil and some arising from international context, reveals a multiplicity of relations between the themes that blend the centrality of “Rede de Aprendizado em Foco”. The studies and researches are organized around three themes: teacher’s learning in initial training and professional integration; teacher learning’s evaluations process and policies; and teacher’s professional development. The professionality’s formation in a period of deep and complex transformations in the social and educational scenarios is projected as a big challenge, especially when it is understood that a person is not born as a teacher, but it is constituted as such by processes that occur over a long period. The contact with the professional practice stands as an essential element in the context of teacher training, which in the course of professional learning experience different stages of training. The one that should be highlighted would be the learning moments that involve teaching’s practices. Thus, the main point of this work was based on the reflection of the teacher’s formative processes from the initial training to the professional development going through the teaching practice, which is considered as the beginning of the relationship between theoretical and practical knowledge in the context of educational reality and reporting formative experiences that have contributed to this training.

Programa Etnomatemática: ponderações da prática pedagógica

The aim of this present work is investigating the interest and motivation for learning, awakened in pupils when the educator practice is guided by the ethnomathematics perspective. The main question is: Can an ethnomathematic approach awaken enthusiasm in pupils, causing it to become more critic and active in building their knowledge? The methodology that guides the investigation is qualitative, based on technical arising of the ethnographic case study. Theoretical contributions that support the investigation are from the scientific methodology and from ethnomathematics. The research material is composed by: researcher’s field diary, audio recording of participant observation, interviews reports of community residents and students parents, highlighting the material produced by students. This study was developed on an 8º year of high school of rural community. During the work were prioritized the ethnomathematics concepts of the Ethnomathematic Program, which establish a link exchange, where the lecturers inserts themselves on the reality of pupils in a way that promote an appreciation of their identity and a commitment to their learning. The educator investigates and values the ideas of pupils throughout dialogues. There are challenges for the application of education with ethno mathematic perspective, pointed out by authors, listed and supplemented in the research. In this context, it is believed that the socio-cultural knowledge must be respect, and as they are understood their specialties, capabilities and characteristics, this can guide teaching practice, making significant process for pupils, providing appropriation of scientific knowledge. Analysis of research practice indicated that students, research subjects, when they decided contextual issues, with their way of life, felt appreciated. The conclusion is that, with continuous action of contextualized of school mathematics, from the recognition of the environment and of cultural identity, the educator has the opportunity of review their own participant condition, and therefore promote an enthusiasm for learning. Because a motivated pupil becomes active, since that the all project is guided in a significant theme.

Metodologia de ensino do conceito de função exponencial à luz da teoria das situações didáticas

This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.

Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade

This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.

Relação universidade-escola: o PIBID como instrumento de intervenção sobre o real da formação de professores

The theme of teacher education has always been rich in discussion and presents an abundant literature on the subject. Historically this topic has generated concerns in both development bodies and universities / schools where these people learn or are engaged in professional work. Training teachers is complex and these elements of complexity make necessary a review of paradigms of initial and continuing education. Despite the efforts of the past decades, the lack of teachers in some areas of knowledge is still a big concern, and it can become even worse in the future, what reinforces the importance of new decisions and new directions in order to change this situation. Therefore, the university-school relationship is of fundamental importance, linking and articulating theory and school practice, contextualizing knowledge, renewing and adapting curricula to current times and spaces in order to be able to improve and recover the social and professional value of teachers. From this perspective the education public policies should turn to the encouragement and the rescue of values and principles in quality teacher training. In the course comes the Institutional Teaching Initiation Scholarships Program - PIBID as an innovative program of teacher education working and adding essential factors to the university-school to reinforce good teaching practices taking up the role of co-developer schools. This research is aimed at analyzing the factors that PIBID inserts in the university-school relationship within IFPR Campus Palmas. The theoretical route was marked by authors as Edgar Morin (2003, 2010a, 2010b, 2012), Enrique Leff (2002a, 2002b, 2003, 2010), Boaventura Sousa Santos (1988, 2010a, 2010b, 2013) Menga Lüdke (2005, 2013), Demerval Saviani (2000, 2013), Paulo Freire (2011), among others, among them official documents of PIBID were used in this research too. The methodological approach with exploratory approach, descriptive explanatory was of fundamental importance through data collected by the documentary analysis (BRAZIL, 2007, 2009, 2013) and in the focus groups activities (GATTI, 2012). The focus groups interlocutors constituted of three groups: Area Coordinators, supervisors and teaching initiation scholarships. The categories were defined a priori from the Programme's objectives and emerging categories identified from the analysis process. After both documentary and interlocutors analysis, it was possible to identify that PIBID inserts the following factors in the university-school relationship: the Recognition of the Profession; Innovative Program and Dialogues of Knowledge. For the recognition of the profession mainly because it is an initial and continuing education program; it approximates theory and practice; upgrades the role of the teacher at school and motivates methodological innovations. This Innovative Program promotes the role of co-educational school and it also approximates knowledge of the school reality and promotes the continuous training. The third emerging category university-school relationship promotes dialogs of knowledge; bringing together theory and practice; it allows information exchange and opens new perspectives for teacher training. Finally, it is possible to realize that besides being a new program, PIBID has promoted visible changes through the actions carried out by all subprojects in partnerships between universities and schools, restoring and giving new meanings to the pedagogical practices.

Do planejamento ao replanejamento do trabalho docente no ensino superior: o que fazer quando os alunos não leem os textos indicados pelo professor?

The objective of this paper is to present an analysis of the planning and replanning of the teacher´s work in response to difficulties that occur in teacher-student interaction in the process of teaching and learning in and outside the classroom. The data was produced by means of the selfconfrontation method and the analysis is based on theoretical foundations coming from the ergonomics of teaching activity and from the clinic of activity. The results reveal that lack of reading on students´ part leads the teacher to replan the class at the very moment it is taking place, which, in spite of revealing the teacher´s experience with this kind of situation, ends up contributing to diminish the quality of the teaching and learning process.