A emergência da necessidade formativa docente no campo discursivo da formação de professores no Brasil

Pós-graduação em Educação - FCT

A formação inicial de professores de inglês como espaço para a (re)construção de identidades

Pós-graduação em Estudos Linguísticos - IBILCE

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

A pesquisa sobre o ensino da relatividade especial e geral: implicações para a prática docente

Em nosso estudo, investigamos as contribuições das pesquisas sobre o Ensino da Teoria da Relatividade Especial e Geral (TREG) e suas implicações para a prática docente. Para tanto, revisamos atas de 03 congressos científicos realizados no Brasil. Mapeamos 44 estudos, os quais foram categorizados de acordo com seus propósitos. Identificamos uma grande quantidade de produções, com foco na análise de conteúdos em livros, na formação de conceitos e na implementação de propostas didáticas, o que permite-nos inferir que, a procura por alternativas para que o ensino da TREG seja realmente efetivado se faz necessária e o aumento de investigações no ambiente escolar parece o caminho mais acertado. Há, também, uma necessidade de investirmos esforços na formação inicial dos professores, para que eles sintam-se seguros para abordar a TREG, quando estiverem em atividade docente.

O saber experiencial na formação inicial de professores a partir das atividades de iniciação à docência no subprojeto de química do PIBID da Unesp de Araraquara

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.

Memória, infância e brincar em escritos de Walter Benjamin: cultura lúdica e processos de formação e prática docente

This text aims to present some ideas of the philosopher Walter Benjamin, one of the most intriguing intellectuals of our time, trying to outline in his work the relationship that the author establishes between childhood playing and ludic culture, more precisely regarding the memory of playing, childhood, culture, history and memory in contemporary society after the twentieth century. Thus, in order to identify reinterpreted experiments, as places, forms of playing and types of toys made out of this paradigm, we were guided by the notes, essays, translations and articles in which Benjamin identified conceptions of childhood and ludic culture. Benjamin's view of childhood is not childish, simplistic or reductive. His works allow us to discuss and justify the need for a more detailed analysis on the phenomenon of development and teaching practice within the everyday schoolchildren. By revisiting the original ideas, and irreverent criticism of Benjamin, thinking education from his account, we hope to contribute with other studies in the field of education, by elucidating the process of development and teaching practice in relation to the ludic childhood culture, specifically regarding childhood and the places of childhood in the contemporary context.

O trabalho de licenciandos em alemão e inglês no PIBID: a construção da prática docente a partir das crenças de alunos do Ensino Médio sobre língua e cultura estrangeira

For some time, researchers in teacher education (ZEICHNER; LISTON, 1996; GIMENEZ, 2005) have been drawing attention to the need to place undergraduates in contexts of practice that help them make sense of the theoretical training they receive in the graduation course. In this article, we discuss the intersection between school and university for initial foreign language teacher education through activities carried out under the Brazilian Institutional Program for Initiation to Teaching – Language and Literature of a state university. These activities were aimed, on the one hand, to promote reflection about the concept of culture and intercultural language teaching during initial teacher education and, secondly, to deconstruct stereotypes of high school students about German and English language and culture. Based on the analysis of data on the beliefs of students of the school and the support of theoretical studies such as Kramsch (2006, 2009), Bolognini (1993), among others, workshops were designed to expand the cultural universe of the high school students in the partner state school, the concept of culture and to deconstruct stereotypes. It was found that the activity contributed to the reflective education of the undergraduate students in relation to the treatment of the subject culture in language teaching.

Curso de formação inicial em sexualidade: relato de uma proposta interventiva

The present study aimed to identify the conceptions of students of a Pedagogy course about infantile sexuality and gender relations, checking the needs that they appointed concerning studies about sexuality and sex education in their graduation. Using this information, the authors implemented an interventional course. The instruments used for data collection were two questionnaires. 342 students participated in the first phase of the study, corresponding to the completion of the questionnaire. 38 people participated on the second step – applying the course. The issues they indicated as necessary in their course were: sexuality, sex education, child sexuality, sexual abuse, adolescence and sexuality and disability. Finally, the results of the course were very satisfactory, however, reveals how much we still need to do for training professionals to implement the work of sex education in the school context.

Avaliação de produções escritas em português para falantes de outras línguas em contexto teletandem: contribuições para a formação inicial de professores

Pós-graduação em Estudos Linguísticos - IBILCE