Teses em Educação (Doutorado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

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Navegando Teses em Educação (Doutorado) - PPGED/ICED por Autor "ALVES, João Paulo da Conceição"

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    Gênese e materialidade da noção de competências na prática pedagógica de professores de uma escola de ensino médio em Macapá/AP
    (Universidade Federal do Pará, 2015-05-28) ALVES, João Paulo da Conceição; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
    It treats of the influences which the Pedagogy of Competences still carries on the pedagogical practices of teachers from a senior high school in Amapá state. We did a case study in which the participants were 08 (eight) senior high school teachers, the data collection instrument was a semi-structured interview and the content analysis was the technique used for data analysis. The hypothesis that we brought was that the notion of the competences remain as an ideology that influences the pedagogic practice of the school teachers. We characterized the pedagogical practices of the school teachers from four categories of the didactic process: the educational planning, teaching objectives, teaching content and the teaching methods. From the same we identified that the planning considers the flexibility as reference and idea considers the teaching contents as a central element, in the definition of its purposes the teachers experience the dilemma to form to the market or to form to study in a university, it considers ENEM (national exam of high school) as a great reference for the formative processes that teachers assume the training contents, even from the perspective of subjecting and teaching procedures reveal a disconnect between content and form, although the teachers compromise to the idea of pedagogical innovation. We concluded that there is no direct relationship between teaching practices and pedagogy of competences, but from this case prevails a pragmatic ideas as a logical guide for teaching practices.
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