607 resultados para Teachers education
Resumo:
A Dilogo Revista de Ensino Religioso tem contribudo para a formao dos professores no Brasil e na propagao do Ensino Religioso (ER), como rea de conhecimento, desde a criao em 1995 at 2005, quando completou 10 anos de criao. Essa contribuio se d por meio dos temas abordados e tambm pela tica dos educadores, que buscam contribuir na elaborao da revista, enviando seus questionamentos e sugestes. A Revista Dilogo editada pela Paulinas, desde outubro de 1995 e nasceu das aspiraes de professores do ER. Criada em pleno debate da Lei de Diretrizes e Bases da Educao Nacional (LDBEN), que em 1997 ocorreu a reviso do Artigo 33,da Lei 9.475/97, que reforou o ER como disciplina curricular e rea de conhecimento a ser ensinado nas escolas pblicas do ensino fundamental. O formato da Dilogo foi estudado pelos elaboradores, pensando no(a) professor(a)-leitor(a) do peridico, conforme descreve a editora, Irm Luzia Sena, em entrevista: (...) ns comeamos do zero(...) pensando no formato da revista, colocando-nos no lugar do professor, como ele queria que fosse. Da relao entre o professor-leitor e o peridico Dilogo h todo um processo de comunicao e recepo em que produto (a Revista) oportuniza ao pblico-sujeto-leitor-receptor (o professor) aquisio de conhecimento, de informao. O professor-leitor, por sua vez, retorna esse saber e interfere na elaborao da Revista. Para analisar as 134 Cartas dos Leitores da Revista Dilogo buscou-se agrup-las em categorias, que facilitam o processo de anlise. Da participao dos leitores em se corresponder com a direo da Revista Dilogo, 93 so do sexo feminino, sendo que os universos feminino e masculino que escreveram esto concentrados na regio Sudeste do Brasil. Como Formao entendeu-se na leitura das cartas que so utilizadas, ao menos, com trs fins especficos: na informao e atualizao do(a) leitor(a)-receptor(a); como subsdio para atuao do professor em sala de aula e como material de apoio,manuseado pelos estudantes. Ao analisar as cartas, observando a formao e atuao dos receptores da Dilogo conseguiu-se delinear o perfil desse(a) leitor(a). Entre os correspondentes, 46,25% (62 leitores) no especificaram a formao ou a atuao profissional e 31,34% so professores do ER nas redes pblica e particular e tambm religiosos(as). No uso da Revista Dilogo como subsdios para a atuao em sala de aulapercebe-se a satisfao de 37,31% dos(as) leitores(as). Como o(a) receptor(a)-leitor(a)percebe a revista, pode vir a influenciar em seus sentimentos com relao ao objeto doconhecimento, neste caso o ER. O formato da Revista, a visualizao, com imagens, fotos e ilustraes interferem na assimilao do objeto lido. Entre o universo de correspondncias, 74 referem-se positivamente a apresentao da Revista Dilogo.
Resumo:
O presente trabalho busca contribuir com o debate sobre o qu? e o para qu? do ensino de religio na escola e na formao do professor. Discorre sobre as luzes e sombras do livro didtico e na sua utilizao diria em sala de aula pelo corpo docente e discente. Discute a pertinncia do livro didtico na implantao do modelo de Ensino Religioso inaugurado pela nova Lei de Diretrizes e Bases da Educao Nacional,n 9.394/96. Apresenta um breve relato de uma pesquisa realizada com professores escritores e no-escritores de um livro didtico de Ensino Religiosoii a respeito de aspectos,tais como: a concepo de educao, a concepo religiosa, o contedo, a metodologia e a linguagem.
Resumo:
A disciplina de Ensino Religioso, ampliada pela Educao Religiosa como rea de conhecimento, aos poucos vai tomando o seu espao no currculo escolar. O debate para uma formao inicial e continuada tem considerado as urgncias e necessidades dos novos tempos. Entretanto, no basta que pareceres e resolues simplesmente estabeleam as Diretrizes Curriculares para o Ensino Fundamental, incluindo uma rea de conhecimento qualificada como Educao Religiosa. H de se buscar um maiora profundamento dos elementos integrantes de sua natureza e o conseqente tratamento metodolgico a ser-lhe dispensado nessa nova condio. Isto no ser possvel,sem que se leve em conta a formao de profissionais capacitados a compreender a natureza da disciplina e desenvolver as habilidades e competncias para um desempenho como profissionais da educao. Por isso, esse artigo levanta algumas questes histrico-legislativas no intuito de perceber como se d o processo de incluso desse profissional no sistema de ensino, com a justa garantia de seus direitos, como acontece com os demais professores que atuam nas outras reas do currculo.
Resumo:
Este estudo, com o ttulo A sociologia da educao na formao de professores: potencialidades e limitaes tem como principal objetivo, analisar as dificuldades que os professores revelam em mobilizar conhecimentos da disciplina sociologia da educao na sua prtica pedaggica. Para realiz-lo, utilizaram-se as abordagens qualitativa e quantitativa. O que permitiu constatar que na formao inicial da educao superior destes professores, os contedos mais presentes durante a ministrao da disciplina sociologia da educao foram as teorias sociolgicas no campo da educao, com base no consenso e tambm com base no conflito. Mais de 50% dos professores da amostra declararam que durante o desenvolvimento da disciplina sociologia da educao foram proporcionadas atividades que oportunizassem ao aluno o ensino, a pesquisa e a extenso. Em relao prtica docente, cerca de 69,70% no tm tempo para planejar as aulas na escola.
Resumo:
Neste trabalho, discute-se o desenvolvimento de uma proposta educacional para a formao de professores e para a pesquisa em ensino de Fsica com base em pressupostos da concepo educacional dialgico-problematizadora de Paulo Freire, situando as proposies deste educador no mbito da Educao Superior. Destacam-se os aspectos de humanizao e libertao, colaborao em construo conjunta, dilogo e problematizao, mudana em interpretaes sobre a realidade e suas estruturas de sustentao em mbitos individual e coletivo. Esse processo de problematizao da prtica educacional foi desenvolvido em 2007 e 2008 em Curso de Licenciatura em Fsica brasileiro. A concepo de pesquisa envolvida foi a investigao-ao educacional, com momentos de planejamento, ao, observao e reflexo. As anlises apresentadas resultaram de duas reunies entre professores da rea de ensino de Fsica e uma reunio entre trs desses docentes e estudantes de graduao. As construes conjuntas oriundas desse processo so aqui apresentadas e caracterizadas. Os resultados discutidos envolvem possibilidades e desafios para a formao de professores de Fsica em perspectiva freiriana e propostas de aes prospectivas associadas a essa formao.
Resumo:
Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)
Resumo:
The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context
Resumo:
This project has resulted from a reunion between me and two teachers with whom I had already worked, pedagogically counseling them during the execution of the Project of Youngsters and Adults Schooling at the Agrarian Reform Settlements in the State of Sergipe (PAJA/PRONERA) between 2002 and 2003. The matter that really motivated the research was related to the essential principle that guided the accomplishment of the PAJA s teachers education and professionalization: understanding their reality and knowing their needs, promoting the dialogue between scientific and common sense knowledge. Taking as a reference the fact that the teachers education is not restricted to the academic qualification, that is, that it is a part of the educational process, which, in turn, is a result of each one s personal background, dialectically individual and collective, the access to the teachers reality and needs was accomplished by studying their backgrounds, especially their school and professional career. They, inevitably, focused themselves on the country life s social and cultural context, that could be better understood by living together with the teachers during the twenty-seven days I stayed in the Golfo s settlement, located in the town named Pacatuba/SE. The approach to the teachers lives through their stories and the daily contact proved how much Science is still distant from the peasants routine, sometimes being presented to them as a finished product . That way, the dialog between those two categories and the expectation of the country life s social and cultural conditions, together with the education, in which teachers have an essential role, still remain as a challenge
Resumo:
This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have
Resumo:
This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have
Resumo:
At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piau(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petrnio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Antnio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education
Resumo:
O artigo relata parte de estudo desenvolvido junto ao Ncleo de Ensino de Araraquara para caracterizar o professorado que atua em cursos de Magistrio (antigo Normal). Por meio de questionrios foram obtidas e analisadas informaes relativas a sexo, idade, estado civil, experincias anteriores e responsabilidade pelo sustento da famlia. A anlise focaliza relaes com o processo educativo, com outros estudos e com aspectos extra-escolares.
Resumo:
Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice
Resumo:
Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)
