86 resultados para saberes
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This paper focuses on the practice of writing in the initial training. The research was conducted from an autobiographical perspective. The instruments used for data collection were the writings produced by me during my participation in the Institutional Scholarship Project Introduction to Teaching (Pibid) and my participation in the extension project Training Group: Dialogue and Otherness, those writings that bring my formative experience as a future teacher. The objectives was to analyze the writings produced by me in these contexts and through this analysis, understand what the issues that I problematized and what knowledge I was building from the experiences lived in the school context and in the university context. In view of understand the writing practices promoted in initial training, I have developed a literature search in the Annals of ENDIPE (National Meeting of Teaching and Teaching Practice) 2008, 2010 and 2012. This research seeks to contribute to the recognition of the training capability of autobiographical teaching writing
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A formação inicial de professores tem sido discutida na literatura, abordando questões e aspectos que possibilitam refletir sobre os elementos julgados imprescindíveis na preparação docente. Neste processo questiona-se a missão da Universidade como lugar de formação, as pesquisas que relatam que os estudantes tendem a passar pela Universidade sem mudarem as suas crenças de quando eram alunos vinculados a questão do ser professor. Estes estudantes/alunos tendem a valorizar, na maioria das vezes, os saberes da experiência vinculados a dimensão afetiva não os re-significando com relação ao conhecimento adquirido na formação universitária. Portanto, emerge dessa constatação um problema no qual se tem um discurso e uma prática com relação à construção da identidade desse professor e os saberes que fundamentam esse processo identitário. De forma que este trabalho procurou identificar os saberes docentes propostos para a formação dos professores do curso de Pedagogia da UNESP - Campus Rio Claro, apontando o lugar que estes ocupam e considerando que os estudantes tendem a valorizar as suas experiências enquanto alunos (crenças). Optou-se pela pesquisa qualitativa, utilizando-se como técnicas a fonte documental e a análise de conteúdo. Através da análise do Projeto Político Pedagógico observou-se que a formação tem a docência como base da identidade desse professor e que os fundamentos educacionais e didáticos percorrem uma proposta de perspectiva disciplinar. Porém, as disciplinas que fundamentam a prática de ensino e a prática do ensino são pouquissimas, revelando uma lacuna desse processo. Porém, lacuna maior é o conjunto das disciplinas de estágio serem de 315 horas e não de 400 horas como o é nas demais licenciaturas. Neste contexto, para além das contribuições que o curso em si possa apresentar não se revela uma mentalidade de que a formação de professores necessite ser mais...
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Many professionals of Physical Education are included in the academies environment, very important space for dissemination of physical activity and increasingly attended by the population, due to the practicality of offering various activities in one location. This feature is essential in today's world, as people have less and less time to devote to body care. In pursuit of various goals, such as weight loss, lean mass gain (hypertrophy), aesthetics, health and leisure, attendees expect to reach them through the work of physical education professional. It is expected that this be prepared to meet the most varied demands and goals, so that students are satisfied with the service and obtain the desired results. The academy works as a means, a provider of space that provides tools for the teacher meet the needs of students; now this student has the role of establishing goals and engage in the search results. This study aimed to increase knowledge of the resources provided by the professionals of the academies in service to their customers
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Pós-graduação em Educação - IBRC
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This paper presents some outcomes of a broader research on Astronomy Education in primary school teacher's education. From the analysis of the main astronomy subjects thought nationwide and the research outcomes, we identified a set of astronomy contents considered fundamental to the teachers practice. Through a research carried out among a sample of primary school teachers, however, we show that, even in these essential contents, persists alternative conceptions among those teachers. Data collected pointed out, thus, to the necessity of improving teacher's education in this area, taking into consideration astronomy edu cation research outcomes, in favor of a teaching which contemplates, at least, the fundamental contents on this subject.
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Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.
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This research deals with teachers’ education, discussing elements related to the teachers’ knowledge and discursive interaction. Teaching knowledge can be mobilized in different situations and spaces; however, here, we considered them in the classroom environment and the interactive context among teacher-students and students-students. We analyzed the discursive interactions in a 23 future high school physics teachers sample, observed during the development of activities of supervised teaching, in an undergraduate teachers’ initial education program, in one of the São Paulo State universities, in Brazil. The main research question was: which teachers’ knowledge is mobilized by future high physics teachers during the interactive discursive context aiming the construction of scientific knowledge by students? Data showed that in the communicative interaction process in the classroom the student-teachers mobilized teaching knowledge related to the content and to its pedagogy.
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The lack of interest and motivation, and the self-exclusion from Physical Education classes by Secondary and High School students is pointed out in the specific literature as a pedagogical problem for that discipline. Most studies dealing with the issue present only descriptive data, gathered from the quantification of responses given by students to questionnaires, and they lack a more consistent theoretical framework for both the generation of data as to its interpretation. The objectives of this article are: (i) to present an overview of published studies that address the perspectives of students in relation to their Physical Education classes at school, in terms of attitudes, opinions, tastes, motivation, and development; and (ii) to propose theoretical foundation and methodological guidelines for one future field based research that allows better understanding on how Secondary and High School students’ relationship to school Physical Education knowledge occurs, in order to contribute for advances regarding the results and conclusions on such thematics. We suggest that the definition of the research problem, the generation and interpretation of the data must take as reference the "theory of the notion of the relationship to knowledge", by Bernard Charlot, for whom the school knowledge must be understood in its relations with learning beings. The methodological direction should be guided by "qualitative research" general parameters in Education, using questionnaires and semi-structured interviews with students. Hopefully, in this way, indicators informed by research might contribute to improving the quality of teaching in lessons, in order to provide the students with opportunities for meaningful learning.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)