Professores de ciências naturais: necessidades formativas para ensinar a medir em trabalhos práticos e experimentais

This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher´s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher´s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher´s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development

A díade saberes e práticas docentes : um estudo de suas inter-relações

This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice

Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)

This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality

Os sentidos da autonomia docente no desenvolvimento curricular

Ese estudio se firma en el camino de la formación y del desarrollo profesional de profesores de Matemáticas, objetivando comprender, a partir del discurso de profesores de dicha asignatura, el sentido atribuido a la autonomía profesional y cómo ese sentido es reflejado en la producción y desarrollo curricular de la asignatura de Matemáticas. Para tal, utilizamos la entrevista comprensiva, metodología basada en el supuesto fundamental de la palabra en la construcción del objeto de estudio. A partir del discurso de cinco profesores que imparten la asignatura de Matemáticas en el Centro Federal de Educación Tecnológica de Rio Grande do Norte, percibimos que la autonomía está unida a una posición de soberanía en aula, lo que se traduce en un trabajo volcado al individualismo. Constatamos que las reuniones pedagógicas, espacios por excelencia para discusiones y reflexiones acerca de la enseñanza de Matemáticas y consecuente desarrollo profesional, no contribuyen para la mejora de la enseñaza de dicha disciplina. Percibimos, también, que el libro didáctico es utilizado para estandarizar el trabajo de los profesores y que la selectividad todavía es punto de referencia en lo que concierne al currículum de Matemáticas en la institución, lo que impide la realización de un desarrollo curricular de la asignatura de Matemáticas en que sean considerados conjuntamente todos sus componentes

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

O desenvolvimento do conhecimento pedagógico do conteúdo de sexualidade na vivência das professoras

Neste artigo, relatamos uma investigação sobre o desenvolvimento do conhecimento pedagógico do conteúdo de Sexualidade entre professoras que trabalham com essa temática. Através da utilização do método fenomenológico foram realizadas entrevistas individuais com três professoras do Ensino Fundamental, que trabalham na rede municipal de ensino de Uberlândia. A partir da análise dessas entrevistas, foi possível apontar algumas conclusões a respeito do desenvolvimento profissional de professores e sua relação com um ensino efetivo.

Pesquisa educacional com base nas artes: pensando a educação dos professores como experiência estética

Neste artigo, o autor descreve dois estudos, realizados com professores, nos quais objetos de arte são usados como dispositivos deflagradores de reflexão compartilhada. Teoricamente fundamentado em uma nova modalidade de investigação qualitativa no campo da Educação - a Pesquisa Educacional com Base nas Artes (PEBA) -, ele discute particularidades do funcionamento e do papel dessa modalidade de pesquisa no desenvolvimento profissional docente, as diferentes naturezas dos dois objetos de arte utilizados (a fotografia e o espetáculo teatral) e aponta para duas principais vertentes dessa modalidade de pesquisa - a vertente de produção de significados, pela qual o educador de professores e os participantes da pesquisa compartilham e constroem significados ao entrarem em contato com um objeto de arte previamente pronto e confeccionado por um artista profissional; e a vertente representacional, pela qual os professores e educadores participantes constroem, individualmente ou de forma compartilhada, um determinado objeto de arte que reflita e expresse suas representações do mundo da docência. Por fim, o artigo sugere que a PEBA, além de estabelecer contextos reflexivos nos quais alunos e professores têm oportunidades de desvelar a experiência estética, instaura relações alternativas dos participantes com o conhecimento e com a prática pedagógica, evidenciando sua importância social e suas forças revitalizadoras.

O uso de instrumentos e procedimentos de pesquisa sobre crenças: promovendo formação reflexiva

Sabe-se que as crenças do professor influenciam suas percepções, decisões e ações antes, durante ou depois da aula. Dessa forma, é importante que ele as conheça e reflita sobre as mesmas, o que pode levá-lo a possíveis alterações em suas práticas, possibilitando seu desenvolvimento profissional. Para levantar essas crenças é necessária a utilização de instrumentos e procedimentos que sejam eficientes e promovam reflexão. Neste artigo apresentaremos um trabalho cujo objetivo foi pesquisar quais tipos de crenças podemos detectar com o uso de diferentes instrumentos e procedimentos, investigando se estes afetam a maneira como os professores refletem sobre suas crenças e quais combinações entre eles são eficazes para a promoção de reflexão. O referencial teórico foi constituído de estudos sobre o pensamento do professor, crenças de professores e metodologia na investigação de crenças. Foi realizada uma pesquisa qualitativo-interpretativista de natureza etnográfica, com cinco professoras de inglês de uma escola de línguas de uma cidade do interior de SP. Para a coleta de dados foram aplicados cinco instrumentos e procedimentos de pesquisa: questionário, grupo focal, auto-relato, observação de aulas e entrevistas (com a técnica stimulated recall). Os resultados mostraram que é possível levantar crenças sobre aprendizagem e ensino com os instrumentos e procedimentos selecionados e que os mesmos interferem na maneira como os professores refletem sobre suas crenças, entretanto, a combinação deles pode ser um bom caminho para o desencadeamento do processo reflexivo.

A proposta curricular para o ensino de ciências e programas de saúde: uma síntese e detalhamento para o ciclo básico

O trabalho sintetiza a Proposta Curricular para o Ensino de Ciências e Programas de Saúde, elaborada pela Coordenadoria de Estudos e Normas Pedagógicas (CENP) da Secretaria de Educação do Estado de São Paulo. Evidencia-se sua sustentação teórica marcadamente sócio-histórica. São levantadas as dificuldades em se trabalhar esse enfoque pelo professor com formação tradicional. Discute-se a contribuição do profissional enfermeiro-educador, nesse quadro, relacionando-a à adequação dos elementos do plano de ensino da Proposta de Ciências da CENP (1992), particularmente dos temas relativos a saúde, para o Ciclo Básico.

Necessidades formativas dos professores dos anos iniciais na sua inserção no exercício da docência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação continuada de professores do município de Regente Feijó: a municipalização do ensino fundamental e os desafios da construção de uma política - 1999/2002

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Socialização de professoras em atividades de educação continuada

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)