79 resultados para formação inicial
Resumo:
This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Formação de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educao of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education
Resumo:
O livro didtico um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermediao nos processos de ensino e aprendizagem, produto comercializado que contm o conhecimento para a formação do aluno e objeto de compra, pelo Governo Federal, para ser distribudo para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, hbrido, que se encontra no cruzamento da cultura, da pedagogia, da produo editorial e da sociedade. (STRAY,1993, p.77-78). Outrossim, o livro didtico, tradicionalmente, um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necessrio formação da sociedade e dos seus indivduos (MEDEIROS, 2006, p.34) e a materializao do seu uso pelo professor encontra-se interconectada pelas representaes e conceitos construdos nas mltiplas transies na histria de vida docente, tendo em vista que a prxis humana constri-se numa perspectiva retroativa (do presente para o passado), numa hermenutica social dos atos individuais. nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribuio significativa ao debate da educao geogrfica, ao propor a compreenso das concepes construdas nas mltiplas transies na narrativa de vida do docente com o livro didtico de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Histrias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pblica, no intuito de recorrermos s suas memrias escolares, acadmica (formação inicial) e profissional para situarmos no espao-tempo as suas concepes sobre o livro didtico de Geografia. O livro didtico de Geografia foi a rea de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concepes atribudas pelos professores do Ensino Fundamental aos livros didticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefinio e superficialidade tericometodolgica sobre o livro didtico de Geografia, cujas concepes ficaram restritas aos seus aspectos descritivos, evidenciando a ausncia de atribuies de significados pertinentes a uma reelaborao terica do narrar produzido, como tambm, de questionamentos dos princpios organizadores das concepes sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se enumerao dos aspectos caractersticos do fenmeno em questo o livro didtico de Geografia na sua superficialidade, isto , no expressaram elementos que possibilitassem ver as concepes numa perspectiva macro, destacando-se mais as explicaes das partes e das percepes isoladas, do que nveis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necessria continuidade da pesquisa, e consequentemente, desse processo permanente de reflexo sobre as concepes do livro didtico de Geografia, sendo mister explicitar, portanto, a razo histrica que as norteiam para que se possa buscar uma prtica docente mais crtica e propositiva.
Resumo:
The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education
Resumo:
In this dissertation we propose a Teaching Unit of Physics to teach content through environmental discussions of the greenhouse effect and global warming. This teaching unit is based on a problem-methodological intervention from the application of the method of the Arch of Charles Maguerez. The methodological foundations of the thesis are embedded in action research and this is structured in five chapters: the first chapter deals with the Physical Environment (FMA) as a subject in Degree Courses in Physics in Brazil, bringing the concern of how this discipline has been taught. We started the first chapter explaining the reasons behind the inclusion of the discipline of Physical Environment in a Physics Degree Courses. Then we did a search on the websites of Institutions of Higher Education, to know of the existence or not of this discipline on curricular. We then analyzed the menus to see what bibliographies are being adopted and what content of Physics are being worked, and how it has been done. The courses surveyed were those of Federal and Federal Institutes Universities. Thus ended the first chapter. Given the inseparability between studies in Physics Teaching and studies on competencies, skills and significant learning, wrote the second chapter. In this chapter we discuss the challenge of converting information into knowledge. Initially on initial teacher training, because even if this is not our focus, the study is a discipline on the upper reaches, therefore, offered to future teachers. Then we talked about the culture of knowledge, where we emphasize the use of a teaching approach that promotes meanings taught by content and make sense to the student. We finished the third chapter, making some considerations on skills and abilities, in order to identify what skills and competencies were developed and worked during and after the implementation of Curriculum Unit. The third chapter is the result of a literature review and study of the radioactive EarthSun interaction. The subjects researched approach from the generation of energy in the sun to topics stain solar coronal mass ejections, solar wind, black body radiation, Wien displacement law, Stefan-Boltzmann Law, greenhouse effect and global warming. This chapter deals with material support for the teacher of the aforementioned discipline. The fourth chapter talks about the arc method of Charles Maguerez; Here we explain the structure of each of the five steps of the Arc and how to use them in teaching. We also show another version of this method adapted by Bordenave. In the fifth and final chapter brought a description of how the method of Arc was used in physics classes of Environment, with students majoring in Physics IFRN Campus Santa Cruz. Here, in this chapter, a transcript of classes to show how was the application of a problem-based methodology in the teaching of content proposed for Physics Teaching Unit from the environmental discussion about the greenhouse effect and global warming phenomena
Resumo:
La inclusin de los nios con discapacidad en la educacin infantil, adems de ser un tema poco planteado en la comunidad cientfica, es un reto actual en lo que se refiere a la prctica docente. Basndose en este aspecto, nuestro objetivo en esta investigacin realizada, que result en la elaboracin de este trabajo, fue analizar cmo se procesa la prctica docente con vistas a la inclusin escolar de un nio con parlisis cerebral, en un Centro Municipal de Educacin Infantil (CMEI), en la ciudad de Natal / RN. Ms especficamente, buscamos: reflexionar sobre la prctica de la profesora responsable por la clase, en lo que se refiere al desarrollo del nio con parlisis cerebral; analizar las interacciones entre educador y nio con parlisis cerebral; observar la prctica docente en la perspectiva de favorecer la interaccin entre el nio con parlisis cerebral y otros nios. Para ello, realizamos una pesquisa exploratoria, cualitativa, y as que optamos por el mtodo del Estudio de Caso. Utilizamos como procedimientos metodolgicos el anlisis documental, la investigacin bibliogrfica, la entrevista semiestructurada, la observacin y la filmacin de escenas relacionadas a la prctica docente. Los sujetos de la investigacin fueron la profesora y el nio con parlisis cerebral. Los datos construidos durante la investigacin sealaron el hecho de que la prctica de la profesora no estaba encaminada a las necesidades especficas de la alumna con parlisis cerebral, todava, se desarrollaba de una manera similar para todos los nios en la clase. La presencia de limitaciones significativas para la inclusin de la nia con parlisis cerebral en la educacin infantil puede ser considerado como el resultado de la ausencia de una adecuada preparacin docente, tanto en el nivel de la formacin inicial, cuanto de una formacin continua y tambin la escasez de directrices para el maestro, en proceso; directrices estas acerca de la educacin de los nios con parlisis cerebral, lo que haca imposible a la profesora contribuir de manera efectiva a su mayor desarrollo cognitivo y social.
Resumo:
Nos dias atuais, oferecer uma educao para o exerccio da cidadania funo primordial das polticas pblicas educacionais, conforme estabelece a constituio brasileira e a legislao de ensino. Essa funo vem sendo defendida por muitos professores no Ensino Mdio, atribuindo-se a disciplina de Qumica o papel de proporcionar um ensino crtico, participativo, reflexivo e humano. Segundo os documentos oficiais brasileiros para o Ensino de Qumica, o estudo do conceito de energia deve favorecer o desenvolvimento de competncias para que o aluno compreenda a produo e o seu uso em diferentes fenmenos e possam interpret-los de acordo com modelos explicativos, alm de saber avaliar e julgar os benefcios e riscos da produo e do uso de diferentes formas de energia nos sistemas naturais construdos pelo homem, articulando com outras reas de conhecimento na procura de promover a interdisciplinaridade. As unidades de ensino potencialmente significativas (UEPS), tomam como base um conjunto de teorias de aprendizagem que tem o intuito de promover um ensino com base na aprendizagem significativa e podem ajudar os estudantes nas diferentes relaes que um conceito pode ter. Neste sentido, o estudo do conceito da energia a partir do trabalho com UEPS, pode ser uma importante proposta que favorece um ensino de Qumica na perspectiva construtivista. Assim, o objetivo deste trabalho construir e avaliar uma proposta didtica para o contedo de termoqumica na perspectiva das unidades de ensino potencialmente significativas de Moreira com alunos do Ensino Mdio de uma escola pblica do Municpio de Campina Grande-PB. Inicialmente a UEPS foi avaliada por 22 professores em formação inicial de duas instituies pblicas de ensino superior. Em seguida, ela foi aplicada para 15 alunos do 2 ano da Escola Estadual de Ensino Mdio Prof. Raul Crdula, localizada na cidade de Campina Grande-PB. A coleta dos dados para os professores em formação inicial teve como base um instrumento de validao de elaborao de unidades didticas baseada na Engenharia Didtica proposta por Artigue (1996 apud Guimares e Giordan, 2011). J para os alunos do ensino mdio, os dados foram coletados no decorrer da UEPS e a avaliao final sobre a proposta didtica ocorreu atravs de um questionrio tomando como base a escala de Likert e o uso de mapas conceituais. Para a descrio dos dados, foram utilizados os pressupostos da anlise de contedo de Bardin. Como produto educacional foi elaborado a Unidade de Ensino Potencialmente Significativa e um DVD contendo orientaes de como trabalhar com a proposta. Os resultados deste trabalho apontam uma avaliao positiva quanto proposta de ensino elaborada para a Educao Bsica, onde se observa atravs do instrumento de validao aplicado, que a maioria das respostas atribudas pelos professores, ficou entre os itens suficiente e mais que suficiente. Em relao aos momentos de aprendizagem dos alunos do Ensino Mdio durante a aplicao da UEPS, foi possvel observar que a proposta gerou motivao no processo de ensino e aprendizagem dos conceitos da termoqumica, como tambm se percebe que os mapas conceituais apresentados pelos alunos apresentaram mais proposies conceituais em uma segunda tentativa de elaborao, logo a proposta de ensino foi aprovada por mais de 90 % dos estudantes do nvel mdio. Portanto fica evidente que a proposta didtica contribuiu no processo de ensino aprendizagem, despertando interesse e motivao nos estudantes pelo contedo de Termoqumica.
Resumo:
A partir da abordagem investigativa da multirreferencialidade, com base em Jacques Ardono, e tendo como lentes tericas os conceitos de cultura e de gnero, discutidos respectivamente por Victor Hell, Stuart Hall, Alfredo Veiga-Neto, e Joan Scott, Guacira Lopes Louro, Dagmar Meyer, este estudo tem como objetivo analisar as implicaes da presena de homens docentes na Educao Infantil, problematizando as relaes de gnero a partir de um amlgama de atravessamentos sociais, histricos e culturais. Para tanto, foram realizadas entrevistas semi-estruturadas com dois homens que exercem a funo de educador infantil na rede pblica de ensino do Municpio de Natal/RN/Brasil. A anlise das entrevistas possibilitou a organizao dos dados em quatro focos de discusso. O primeiro deles refere-se s figuras masculinas (re)produzidas no cotidiano da Educao Infantil, cujas representaes discursivas constroem o homem como perigoso, poderoso e respeitado, ajudando a perpetuar os vnculos histrica e culturalmente estabelecidos entre a figura masculina e as imagens de autoridade, liderana, comando, ao mesmo tempo em que refora o suposto carter natural das relaes entre a figura feminina e o cuidado infantil. O segundo foco de discusso trata da polarizao entre os elementos do binmio masculino/feminino, ativado constantemente nas relaes que se estabelecem entre homens e mulheres no cotidiano da Educao Infantil, tornando as instituies desta etapa de ensino um local de concretizao dos mais diversos significados de gnero. O terceiro foco de discusso problematiza a necessidade de afirmao da heterossexualidade dos educadores infantis entrevistados, destacando-se a associao (geralmente feita por gestores, por colegas de trabalho e pelas famlias das crianas) entre a heterossexualidade masculina e o adequado exerccio da funo docente. O quarto e ltimo foco de discusso trata das lacunas da formação inicial e continuada de educadores infantis, enfatizando que, de modo geral, os cursos que formam professores para atuar em instituies de Educao Infantil tendem a desconsiderar a insero profissional de homens nessa etapa de ensino. Assim, a Dissertao que ora apresentamos tem como escopo a desnaturalizao de esteretipos de gnero no cotidiano da Educao Infantil, entendendo que este tambm um contexto muito profcuo para o exerccio de resistncia s imagens cultural e historicamente associadas a homens e mulheres.
Resumo:
Esta investigacin parte del inters en la comprensin de la cuestin de los conocimientos enseanza, precisamente el conocimiento necesario para el profesor profesional relacionada enseanza, es decir, cules son los conocimientos, los profesores a construir en su contexto de trabajo. Somos conscientes de que el escenario es un momento de importancia fundamental para el desarrollo del conocimiento inicial de la profesin docente y la construccin de la identidad profesional. Tratando de entender estos aspectos nos preguntamos: Qu conocimientos de los futuros profesores construyen o se movilizan durante la prctica docente desarrollado en el escenario? Nuestro objetivo es entender el proceso de identidad de estudiantes Pedagoga UFRN e identificar el conocimiento construido sobre la prctica docente desarrollada durante el entrenamiento supervisado de dicho curso. Se trata de una investigacin cualitativa, y tena como instrumento de recoleccin de datos, entrevistas semi-estructuradas con diez (10) en 2014.1 acadmicos que haban ocupado la prctica docente en el entrenamiento supervisado. Las entrevistas fueron sometidas a anlisis de contenido propuesto por Bardin (2011). Como marco terico, los autores tambin apoyan en tan Tardif (2012), Pimenta (2012), Nvoa (1995), Perrenoud (2002), entre otros, se trata de la enseanza de conocimientos dentro de la profesionalizacin docente, estableciendo relacin con el proceso de identidad. Los resultados indican que, en lo que respecta a la identidad profesional, estudios tericos en el curso de formacin inicial, junto con las experiencias vividas en su mayora en el escenario, contribuyeron a cambiar lo que los estudiantes saban acerca de ser un maestro. Por lo tanto, algunos han fortalecido la identidad con la profesin, mientras que otros han renunciado a invertir en la carrera docente. En cuanto a conocimiento construido, se puede decir que los alumnos se dan cuenta de la pluralidad de conocimientos necesarios para una profesin tan compleja como la enseanza. Sin embargo, a modo de sntesis, este conocimiento a su vez a aprender a planificar lecciones considerando las necesidades de los estudiantes y su contexto social. Los participantes declaran saber cmo llevar a cabo la mediacin del aprendizaje a travs del dilogo y actividades bien estructuradas y afecto contribuye al aprendizaje. En este sentido, se entiende que las construcciones de conocimiento en el escenario se articularon a reflexionar sobre su propia prctica e indican lo que era ms importante en trminos de aprendizaje de la percepcin de los estudiantes. Sobre la base de este entendimiento, creemos que los momentos de observacin (primero paso en el escenario) y el muy regencia podran considerarse en el proceso de formacin, para que los estudiantes se registre el aprendizaje proporcionado por la prctica. Es necesario, por tanto, que los estudiantes investiguen su propia actividad pedaggica, convirtiendo sus conocimientos en una continua construccin y reconstruccin de sus identidades a partir de la importancia social que conceden a la enseanza.
Resumo:
Textual composition in classroom has been object of research in language studies along this last three decades in Brazil. This thematic recurrence occurs is a demonstration of the gap between writing skill teaching and learners performance. In this research, we argue that during writing process in classroom, teachers mediated actions guide students to the exotopic exercise on their texts, facing it as a fundamental phase of their composition, with meaningful effect for the development of textual authorship. In this sense, we have chosen as investigation focus the textual composition of Letters Students at Universidade do Estado do Rio Grande do Norte UERN - to study writing processual characteristics, based on teachers mediation. The main aim of this research is to analyze students (re)writing along Letters Course, to comprehend the process of authorship construction in their texts and the effects resulted through teacher mediation in this process. More specifically, a) to analyze teacher mediation as a mechanism for authorship development in texts composed by Letters Students; b) to deduce, based on different versions of textual composition, the effects of teacher mediation on students writing; and c) to describe compositional textual process in classroom, identifying students attitudes/behaviors before writing task. We have brought several voices into the dialogue, among them we highlight those based on bakhtinian studies. Some of those authors are related to Bakhtin circle, by themselves (BAKHTIN/VOLOCHINOV, [1929] 2006; BAKHTIN, [1979] 2003; [1963] 2008; [1975] 2010a; [1986] 2010b), their debaters (FARACO, 2008, 2009a, 2009b, 2010; PONZIO, 2010, 2012; GERALDI, 2010a; 2010b OLIVEIRA, 2006, 2008a, 2008b, 2010, among others), to guide us, mainly, on dialogism, author and authorship, and their conceptual implications: exotopy, finishing, esthetic activity, and ethical act. Data was constituted in teaching situation, involving teacher/researcher and 5th Term Letters/UERN students. Therefore, we have submitted an open questionnaire, textual discussion, and an article (re)writing. Data analysis has revealed subjects little experience with writing composition in the Course, as a systematic practice, in their routine, dialogued, whose social function is explored. The texts are generally written in a single version and useful only to receive a score. Data analysis show insecure students in relation the writing, and with many difficulties to do it. On the other hand, writing movements, on the analyzed articles, have revealed that the subjects show a responsive attitude in relation to the mediated activities, to respond rewriting proposal. Despite some problems remain unsolved and many others emerge in each version of the article, in general, we consider that teacher mediation had a positive effect on student writing, considering that it boosted the author exotopic movement, something indispensable to compose a text. The three interventions carried out, in some way, provided opportunity for the subjects to modify their article.
Resumo:
Textual composition in classroom has been object of research in language studies along this last three decades in Brazil. This thematic recurrence occurs is a demonstration of the gap between writing skill teaching and learners performance. In this research, we argue that during writing process in classroom, teachers mediated actions guide students to the exotopic exercise on their texts, facing it as a fundamental phase of their composition, with meaningful effect for the development of textual authorship. In this sense, we have chosen as investigation focus the textual composition of Letters Students at Universidade do Estado do Rio Grande do Norte UERN - to study writing processual characteristics, based on teachers mediation. The main aim of this research is to analyze students (re)writing along Letters Course, to comprehend the process of authorship construction in their texts and the effects resulted through teacher mediation in this process. More specifically, a) to analyze teacher mediation as a mechanism for authorship development in texts composed by Letters Students; b) to deduce, based on different versions of textual composition, the effects of teacher mediation on students writing; and c) to describe compositional textual process in classroom, identifying students attitudes/behaviors before writing task. We have brought several voices into the dialogue, among them we highlight those based on bakhtinian studies. Some of those authors are related to Bakhtin circle, by themselves (BAKHTIN/VOLOCHINOV, [1929] 2006; BAKHTIN, [1979] 2003; [1963] 2008; [1975] 2010a; [1986] 2010b), their debaters (FARACO, 2008, 2009a, 2009b, 2010; PONZIO, 2010, 2012; GERALDI, 2010a; 2010b OLIVEIRA, 2006, 2008a, 2008b, 2010, among others), to guide us, mainly, on dialogism, author and authorship, and their conceptual implications: exotopy, finishing, esthetic activity, and ethical act. Data was constituted in teaching situation, involving teacher/researcher and 5th Term Letters/UERN students. Therefore, we have submitted an open questionnaire, textual discussion, and an article (re)writing. Data analysis has revealed subjects little experience with writing composition in the Course, as a systematic practice, in their routine, dialogued, whose social function is explored. The texts are generally written in a single version and useful only to receive a score. Data analysis show insecure students in relation the writing, and with many difficulties to do it. On the other hand, writing movements, on the analyzed articles, have revealed that the subjects show a responsive attitude in relation to the mediated activities, to respond rewriting proposal. Despite some problems remain unsolved and many others emerge in each version of the article, in general, we consider that teacher mediation had a positive effect on student writing, considering that it boosted the author exotopic movement, something indispensable to compose a text. The three interventions carried out, in some way, provided opportunity for the subjects to modify their article.
Processo identitrio profissional: as experincias formativas de licenciandos do curso de Fsica - UFPI
Resumo:
In this research, we have as study object the identification process with the profession of students of the Undergraduate course for preparing professors for teaching Physics of the Federal University of Piau. We start from the following question: - What relationships can be established among the senses given by the students to the group of the experiences lived in their initial formation and the identity construction as teacher? The presupposition is that the process of identification with the profession can contain formative experiences that are impossible to be reduced to the situations of disciplines learning. We considered that, in the development of the process of professional identification, the articulations and the connections that the students established with themselves, with the others - their formative teachers, managers - and with the world - the University, the public school - they should be understood in the interdependence relationships, consubstantiated in the experiences lived during the initial stage of their formation. Therefore, our objective is to understand the process of identification of the students with the teaching profession, based in the senses given to their formative experiences. In order to get this aim, we used the methodology of the Comprehensive Interview, and we chose as methodological and theoretical principles: the multi-referential theoretical framework, 'configuration and interdependence', the relationship among 'identity and alterity', the sensitive hearing and the 'intellectual craft'. The study is organized in two parts: the first, contains two chapters, that have introductory character. The second part is unfolded in five chapters, and it constitutes the development of the thesis. In the "paths", we revealed, starting from the actions and intentions that mobilized the students, processes involved in the choice of the course, and, this way, the initial identifications with the being an university student. We looked for to identify possible dissonances among the curriculum 'instituted and instituting', as well as the implications of its management of the formative experiences of future teachers. In short, we tried to capture, through the speeches of a group of students, the signs, the images and the senses of their formative experiences, which indicate as a vision of how their teaching profession is built. With this study, we sought to contribute for the researches on the field of degrees, taking as axis the formative processes that configure those courses. Finally, that the proposition of professor formation politics should be fundamentally based in internal demands, lived in the formative processes.
Resumo:
This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Iniciao Docncia PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.
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Studies on the urban landscape and on the changes of the urban space are relevant, since they reveal the economic dynamics and the way of life in the cities. Research on small towns, in particular, can display particular aspects and by so doing broaden the comprehension of this theme. The purpose of this research is to analyze the changes in the urban landscape and in the way of life of the inhabitants of the town of Tenente Ananias-RN that have been taking place since the 1990s up to the present (2013) and which result mainly from the commercial activity of credirio. The study is, therefore, a reflection on the impact of credirio economy on the urban landscape and on the way of life of a small town located in the hinterland of the State of Rio Grande do Norte. For this reason, it was necessary to study the landscape and the way of life found in Tenente Ananias in two moments: a) before the rise of the credirio, a period of time ranging from the town‟s initial emergence until the beginning of the 1990s; b) during the progress of credirio activity, from the beginning of the 1990s, when it starts, up to the present (2013). For this research, primary data (interviews, local survey visits) and secondary data (books, articles, reports, census data) were used. As a result of this study, it was possible to conclude that credirio plays a fundamental role for the explanation of the changes taking place in Tenente Ananias-RN, especially in the urban landscape and in the way of life of people. We have attempted, through this research, to contribute to the studies of a historical, social and economic process related to the urban landscape and space of a small town in the State of Rio Grande do Norte
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SILVA, Thiago Demtrio Nogueira Costa e; CORRA, Edison Jos; MARANHO, Tcia Maria de Oliveira. O papel da extenso e do trabalho junto comunidade na formação Mdica. Revista Eletrnica Pesquisa Mdica, v.1, n.3, p.9-13, jul./set. 2007
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Esta tesis de maestra es el resultado de una investigacin de carcter cualitativo y etnometodolgico, realizada entre agosto de 2003 y junio de 2004, en una escuela primaria estatal, ubicada en Natal RN (Brasil). Su objetivo fue investigar la recepcin de la lectura de literatura por parte de una maestra a la que, segn revel, no le gustaba leer y no se consideraba lectora de literatura. Se busc investigar la mediacin que le posibilitara llegar a ser lectora, comprender cules son los aspectos que influyen en la relacin entre el lector en formacin y la lectura de literatura, y verificar cmo repercute ese proceso de formacin en la prctica docente de la maestra estudiada. Los procedimientos de investigacin fueron aplicados con flexibilidad, tomando en cuenta el proceso de formacin lectora de la docente. Los principales instrumentos utilizados fueron dos entrevistas semi-estructuradas, realizadas con la maestra, y notas de campo, que adquirieron el formato de un diario de investigacin. En la primera etapa, fueron realizadas treinta sesiones de lectura, para posibilitar el acercamiento de la maestra a diferentes textos literarios. En la segunda etapa, fueron realizados tres encuentros de planificacin con la maestra y cinco clases de lectura con sus alumnos. El anlisis focaliza la recepcin de la lectura literaria por parte de la maestra, abordando diferentes aspectos: su historia en relacin con la lectura; la identificacin, el contrato ficcional y la relacin texto-vida; las previsiones y sus verificaciones; la mediacin y el andamiaje brindados para introducir a la maestra en la cultura de la lectura. Se focaliza tambin la relacin entre sus roles de lectora y de mediadora de lectores. Los fundamentos tericos se basan, principalmente, en Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves y Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) y Amarilha (1996, 2001). Como resultados de este trabajo, se destacan el inters de la maestra, la manera en que ella se involucr con las historias ledas mediante procesos de identificacin con algunos personajes y la relacin que estableci entre los textos y su historia; esos procesos indican avances significativos en su vnculo con la lectura de literatura. La mediacin ocup un papel central en la consecucin de aquellos avances. Vale destacar que la relacin texto-vida fue establecida por la maestra con cierta ingenuidad, lo que le impidi vivenciar lo ficcional como una actividad ldica. Se considera necesario un contacto ms intenso y regular con textos de ficcin, para que la docente pueda distanciarse de su vida cotidiana y adquirir la autonoma y la conciencia transformadora que le permitirn ir y volver de la realidad a la ficcin, enriquecindose, sin confundirlas. Ese contacto no depende slo de una actitud individual y personal de la maestra, sino del contexto institucional y social en el cual est inmersa. En ese sentido, la segunda etapa del trabajo de campo demostr que el pasaje de la formacin lectora inicial a una accin pedaggica adecuada es complejo; los procesos no son lineales y, todava, queda un largo camino por recorrer
