954 resultados para Professors Professional backgroundPedagogical practice
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Relatrio da Prtica Profissional Supervisionada Mestrado em Educao Pr-Escolar
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Resumo I (Prtica Pedaggica) - No mundo actual, repleto de desafios, em que a sociedade exige cada vez mais do cidado, importante que os professores, como elementos fundamentais na formao para a cidadania, desenvolvam profissionalmente capacidades e competncias que os faam pensar e reflectir sobre esta realidade. Uma orientao pedaggica construtiva, por parte do professor, no s em termos de aprendizagem dos alunos, mas tambm na construo do seu saber e prtica pedaggica, torna-se fundamental. A Prtica Pedaggica a que reporta este relatrio foi desenvolvida no ano lectivo de 2012/2013 na Escola de Artes do Norte Alentejano (EANA). O mestrando desenvolveu a orientao pedaggica do ensino do violoncelo a trs alunos que, conforme o regulamento em vigor do estgio do Mestrado em Ensino da Msica, deve ser ministrada a discentes a frequentar nveis diferentes do ensino especializado da msica, neste caso, Iniciao, 3 Grau e 5 Grau. Nesta primeira seco do relatrio de estgio elabora-se a caracterizao da escola e dos alunos, bem como a explanao das prticas educativas desenvolvidas, fornecendo uma descrio e levantamento das actividades adoptadas e das problemticas que surgiram no decurso do estgio, identificando as opes tomadas para a resoluo das mesmas. A partir dos resultados obtidos no estgio e de uma auto-avaliao da prtica educativa, elaborou-se uma anlise crtica da actividade docente que permitiu identificar aspectos positivos e menos positivos, que possam ser futuramente melhorados.
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Relatrio da Prtica Profissional Supervisionada Mestrado em Educao Pr-Escolar
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Relatrio da Prtica Profissional Supervisionada Mestrado em Educao Pr-Escolar
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Relatrio da Prtica Profissional Supervisionada Mestrado em Educao Pr-Escolar
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RESUMO A prtica profissional docente uma atividade complexa que pressupe a capacidade de mobilizao de pressupostos tericos e legais, de saberes cientficos, pedaggicos e didticos, fruto de uma formao adequada construo de cidados capazes de intervir ativamente na sociedade. Surgindo como requisito fundamental para o trmino do Mestrado em Ensino do 1. e 2. Ciclos do Ensino Bsico e sendo parte integrante da Unidade Curricular de Integrao Curricular: Prtica Educativa e Relatrio de Estgio, o presente documento pretende espelhar o percurso formativo da mestranda, revelando os pressupostos tericos que orientaram a sua prtica, assim como a descrio e reflexo sobre o trabalho realizado ao longo deste ano. Todo este trabalho decorreu em par pedaggico, possibilitando a construo partilhada de conhecimentos e uma viso mais prxima da realidade. O processo de formao sustentou-se no s na colaborao, mas tambm numa metodologia de investigao-ao, procurando agir de acordo com o importante ciclo inerente profisso docente, ou seja, o ciclo de observao, planificao, reflexo e avaliao. Todo este processo de formao, incluindo a redao do presente relatrio, contribui para o desenvolvimento pessoal e profissional da mestranda, estimulando a descoberta da identidade profissional docente. Este documento marca, ento, o fim desta formao inicial, estando longe de ser o fim das aprendizagens e desafios que o futuro como docente reserva, sendo, por isso, o incio de uma nova etapa e de novos caminhos a percorrer.
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Un nouveau cadre thorique pour concevoir le processus de production du savoir dans la pratique infirmire savre ncessaire pour tenir compte du processus sur les plans individuel et collectif et de linfluence du contexte dans cette production. Pour cette dmarche, cest la thorie de la rflexivit de Giddens qui nous a sembl tre la plus pertinente pour guider la prsente tude qui visait dcrire et comprendre le processus de production du savoir dans la pratique infirmire au moyen de la rflexivit. Plus concrtement, ltude sest intresse dcouvrir les conditions et dynamiques des contextes institutionnel, pratique et professionnel qui peuvent influencer le processus de production du savoir dans la pratique infirmire ainsi quidentifier les tapes de ce processus. Le constructivisme projectif fut le paradigme qui a guid ltude. Le devis de recherche ce fut lanalyse secondaire de donnes qualitatives. Le contexte de ltude tait une unit de soins intensifs dun hpital gnral et universitaire Barcelone. La collecte de donnes avait t ralise laide de lobservation systmatique, de six entrevues structures, de sept runions de groupe et dune analyse documentaire. Lanalyse des donnes a t effectue selon des critres provenant de lapproche mixte de Miles et Huberman, du processus danalyse des donnes qualitatives de Morse ainsi que des recommandations faites par des auteurs cls par rapport lanalyse secondaire. Les critres de rigueur ont t utiliss et les aspects thiques ont t assurs. Les rsultats de cette tude dmontrent que les conditions et dynamiques des contextes institutionnel, pratique et professionnel influencent profondment laction infirmire et le dveloppement du savoir. Ces conditions et dynamiques sont intriorises dans la vie professionnelle des infirmires et constituent des faons normales daborder la pratique. Toutefois, bien quil existe une acceptation du statu quo, les sentiments contradictoires et la souffrance ressortent facilement. Ces conditions et dynamiques provoquent chez les infirmires une incapacit agir de faon juste, thique et responsable ainsi quune limitation face lexploration de nouvelles possibilits, formulations et manifestations de pratique. Les rsultats mettent galement en vidence les tapes du processus de production du savoir au moyen de quatre grands thmes: la reconnaissance de la rflexivit quotidienne, lexamen systmatique des pratiques, la construction dun nouveau savoir et la reconstruction mancipatrice du savoir. Finalement, cette thse met en relief limportance de la thorie de Giddens pour ltude de la production du savoir et de la relation entre linfirmire et le contexte ainsi que lutilisation du devis danalyse secondaire des donnes qualitatives pour la discipline infirmire.
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Notre recherche doctorale vise dcrire les effets dun cercle pdagogique sur les pratiques pdagogiques et didactiques denseignants du 3e cycle du primaire en grammaire actuelle. Ce projet sinscrit dans une recherche plus large intitule tude des effets, sur les pratiques pdagogiques des enseignants et la comptence crire des lves, dun dispositif de formation la grammaire nouvelle qui intgre des exemples de pratiques sur vido et permet un partage d'expertise . Elle vise clairer les conditions defficacit dune formation continue sur diffrentes dimensions du dveloppement professionnel au regard de la formation elle-mme et de son effet sur le transfert des pratiques en classe. Pour y parvenir, nous avons analys les changes provenant des cercles pdagogiques vcus durant une anne scolaire. Nous avons galement analys deux activits de grammaire, avant et aprs la formation en grammaire offerte sous forme de capsules. Ces observations en classe ont t captes sur vido, dans la classe de 18 enseignants participant notre exprimentation. Nous avons enfin analys les rponses des participants un questionnaire sur leur perception lgard du dispositif de formation auquel ils ont particip pendant neuf mois. Nos analyses montrent quun dispositif de formation la grammaire actuelle qui met au cur de la formation lanalyse dexemples de pratiques sur vido soutient le dveloppement du regard professionnel des enseignants dans le contexte du cercle. Ceux-ci observent plus dinteractions et les interprtent mieux, de manire plus approfondie. Nos observations ont galement montr que les enseignants dveloppent majoritairement des pratiques dans leur classe, quils dveloppent de nouveaux savoirs en lien avec le cadre thorique de la nouvelle grammaire et quils modifient la vision quils ont de la grammaire actuelle au fil des rencontres. Cette recherche peut enrichir les connaissances scientifiques sur le dveloppement professionnel et influencer les formateurs denseignants de mme que les cadres des milieux scolaires pour ajuster loffre de formation continue afin de la rendre plus efficace.
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You cannot teach architectonic design, but only learn it. This sentence was, during some decades, especially during the modernism, the starting point, adopted by several architectonic design professors, when they had to approach their subject. An attitude that, some years ago, was reviewed and fighted by area s experts. This paper join this criticism, and try to add something to the pre-existing discussion, analyzing with the case-study method all the subjects related with architectonic design of the Architecture and Urbanism degree, at Universidade Federal do Rio Grande do Norte CAU/UFRN . The aim is to identify and analyze the teaching methodologies used by the professors and their effects related to the students. To reach this purpose four different methods were used: i) Professors interviews; ii) Different forms submitted to students and professors; iii) Daily practice s observation, developed during classes; iv) Documents analysis about the degree (historical development and subjects) and about the subjects themselves (summaries, table of contents and planning). Studying the results, it was possible to underline that, in spite of the efforts of some of the professors to find a way to teach with more appropriate educational and pedagogic bases, some of the teaching methodologies, criticized in articles dealing with the matter, were still used. With regard to these, the research pointed out some suggestions that could help to improve the teaching and learning process, joining professors and students that are the most important subjects of the teaching activity. Developing the idea living in the paper s title Teaching and learning , it s now clear that only the practice, through the improvement of the pedagogic techniques, together with critical analysis can help the professors to reach a relationship level, regarding the teaching and learning process, as that described in the epigraph s text, into which teaching and learning, can t be done only by one of the process subject, but must be lived by both of them: professors and students
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This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective
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This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective
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This study, developed in conjunction to the Pedagogical Practice research line and the Curriculum of Post-graduation in Education Program of UFRN is about investigations on formation of professors and teaching knowledge. Its objective is to analyze fundamental concepts for lecturing and the relationship that establishes between those concepts and the practice of forming professors. We adopted as referential the principles of social-historical approach, in the context of concepts making and development (Vygotsky, Luria and Rubinstein), and of collaborative theoric-methodological approach (Jacullo-Noto, Kemmis and Ibiapina). Collaboration with professors was mediated by diary writing, collaborative observation and conceptual network creation, essential to perceiving the given meanings to concepts that sustain the practice of 06 (six) forming professors from the UFPI Pedagogy Course. Teresina Campus. This way, reflections with collaborator professors allowed to build conceptual networks, in which prominence was given to the meanings of concepts that gave sustaining to their lecturing practices in the referred course, showing a fragmentation and disarticulation between theory and forming practice. They also indicate a need to give new concepts to the meanings of teaching concepts, learning and lecturing of these professors, in a meaning of a greater understanding about those concepts for their effective practice. On the context of collaborative reflection about conceptual networks, it was evident the conflict generated between the meanings attributed by professors and the practice developed in class, pointing to the need of rethinking the articulation between theory and practice not only on the formative process developed, but also on the continual formation of forming professors and on the construction of discussing spaces and materialization of the curricular principles of the Pedagogy Course
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As mudanas na prtica de sade do enfermeiro em programas emergentes como o Programa Sade da Famlia nos levaram a estudar os processos comunicacionais que se colocam a esta prtica. Mediante estudo de reviso bibliogrfica de janeiro de 1994 at dezembro de 2004, investigamos 26 artigos de peridicos nacionais e internacionais, quatro dissertaes, trs teses e quatro livros nas bases de dados da BIREME (LILACS e SCIELO-Br) a partir dos unitermos comunicao, Programa Sade da Famlia e enfermagem. Foram identificadas 373 citaes com comunicao e enfermagem, 12 citaes usando programa sade da famlia e comunicao (LILACS) e 18 citaes com comunicao e enfermagem e zero citaes com programa sade da famlia e comunicao (SCIELO-Br). Para analisar as publicaes, buscamos agrup-las em quatro tendncias acerca da relao comunicao e prticas na enfermagem: comunicao nas equipes do PSF, comunicao na prtica profissional do enfermeiro, comunicao como instrumento de liderana do enfermeiro, comunicao no contexto do ensino da enfermagem. O estudo permitiu observar que, apesar do modelo hegemnico nas prticas de sade ser o unilinear, j ntido um movimento no sentido de uma prtica comunicacional mais dialgica que aparece como um desafio na prtica do enfermeiro no PSF.
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Ps-graduao em Comunicao - FAAC
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Ps-graduao em Msica - IA
