A Formação docente no fazer e refazer da prática pedagógica

This work dealt with formative actions that were developed by Educational Practice in Movement (GEPEM) at Universidade Federal do Rio Grande do Norte (UFRN). This group aims to transform the way education is carried out. This is done either through intervention or in research considering that school has an explicit objective, to change action, and this presupposes an educator formation process. The methodology used is a reflection on educational practice, aiming to built knowledge that can be generalized to other realities. The analysis of the group s prior work was done considering what has been used as a parameter for decision making, the regularity in the process itself, all of which allowed the identification of their principles, once these were always mentioned in the documents that were analyzed. Some principles for formative actions of the GEPEM were identified: the subject as a social historical being is part of a given community; knowledge is built through social relations and local reality is a content generator; dialogically, collective construction and awareness process. The research also pointed out four characterized organizers, parameters and action criteria that make articulation with practice possible. Thus, these are used in order to analyze two initial formation proposals (secondary and higher education) of rural settlement educators

Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor

This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers

A percepção do professor de Biologia e a sua formação: a Educação Ambiental em questão

O presente artigo apresenta os resultados de uma pesquisa cujo objetivo foi identificar as percepções dos professores de Biologia do município de Piracicaba, SP, e dos alunos concluintes de um curso de licenciatura em Ciências Biológicas em relação à presença da Educação Ambiental em sua formação inicial, a fim de discutir a inserção da temática na universidade em geral e, especificamente, na licenciatura em Ciências Biológicas. Os resultados indicam que o professor de Biologia ainda necessita de uma formação mais crítica em relação à educação ambiental e que, numa perspectiva complexa, essa formação necessita ser tratada de forma mais rigorosa na universidade e nas licenciaturas em Ciências Biológicas para que os profissionais formados possam atuar, efetivamente, na formação cidadã para uma sociedade mais sustentável.

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

A prática interdisciplinar como estratégia de aprendizagem na formação continuada: uma experiência com professores da área das ciências da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

Formação docente e gêneros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Parâmetros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

A diversidade de interpretações como fator constituinte da formação docente: leitura e observação

Neste artigo apresentamos a análise de interpretações de estudantes em trabalhos desenvolvidos em duas disciplinas de cursos de Licenciatura em Física, nas quais realizamos atividades bastante distintas, uma envolvendo a leitura e outra a observação pelos licenciandos. Buscamos compreender falas escritas pelos estudantes como parte dessas atividades, e procuramos evidenciar a diversidade de interpretações e a relevância desse trabalho para a formação inicial. O apoio teórico em que nos sustentamos foi a análise de discurso na vertente originada na França por Michel Pêcheux. A consideração da não transparência da linguagem, e as noções de condições de produção, memória discursiva e repetição, bem como alguns aportes sobre possíveis papéis da observação na construção científica, contribuíram para a compreensão de discursos escritos pelos estudantes. Mostramos a diversidade de interpretações dos licenciados: ao opinarem sobre a possibilidade ou não de se trabalhar a física moderna e contemporânea no ensino médio, depois de lerem um texto envolvendo esse tema, e ao redigirem um texto sobre a observação na pesquisa científica.

A fábrica de professores e a padronização do conhecimento

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 Educação 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

Os professores de química e o uso do computador em sala de aula: discussão de um processo de formação continuada

O presente artigo discute estratégias utilizadas em um processo de formação continuada que se destina a promover a inserção da informática nas aulas de Química, organizado com base na racionalidade prática e na reflexão crítica sobre o trabalho docente. Esse processo envolveu professores de escolas estaduais localizadas na região de Jaú (SP) e utilizou a educação a distância como recurso para mediar os períodos entre os encontros presenciais. As estratégias selecionadas para discussão neste artigo, dentre as utilizadas no processo de formação, são: a elaboração de material didático e o desenvolvimento de aulas nas Salas Ambiente de Informática das escolas. Tais propostas se revelaram importantes por considerarem o professor como autor dos recursos didáticos para trabalho em sala de aula, e o contexto escolar como subsídio à própria ação de formação.

Educação de professores da universidade no contexto de interação universidade-escola

Este artigo apresenta resultados de uma pesquisa sobre a formação de professores da universidade que atuam em licenciaturas de Física, Biologia e Matemática, procurando compreendê-la a partir de sua participação em um projeto de formação continuada de professores da rede pública de ensino. O referencial teórico, apoiado em Pierre Bourdieu e Paulo Freire, possibilitou a constituição de instrumentos para caracterizar o processo de formação como construção coletiva de uma estrutura formativa. Para isso, foi necessário considerar tanto a interação de professores da universidade entre si como aquela entre eles e os professores da escola. Os resultados revelaram que o envolvimento dos professores da universidade no projeto possibilitou-lhes a produção de conhecimento em um domínio para o qual normalmente não são chamados a fazê-lo, na prática da vida universitária, a saber: a docência.

Experiências de educadores: convite para reflexão sobre a formação contínua

Pós-graduação em Artes - IA

Arte e formação de educadores: metodologia para compreender e dizer

Pós-graduação em Artes - IA

Formação continuada de arte educadores: políticas da rede municipal de São Paulo (1996-2008)

Pós-graduação em Artes - IA

Projeto Veredas: a experiência de formação a distância, proposta pelo governo de Minas Gerais como parte das políticas atuais para a formação de professores no Brasil

Pós-graduação em Educação - IBRC

Educação ambiental e temas controversos: os conflitos socioambientais no contexto de um processo de formação continuada

Pós-graduação em Educação - IBRC