Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências

Abstract

This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.