Artigos - Amaz RECM/UFPA

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/12323

https://diadorim.ibict.br/handle/1/1359

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Acesso aberto (Open Access)
As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional
(Universidade Federal do Pará, 2019-06) RESQUE, Marciléa Serrão; ALVES, José Moysés
In this article, we present a review of a doctoral research, in which we aim to understand the subjective configurations of teaching and its transformations during the professional career of a professor of science and biology. Based on the historical-cultural perspective of González Rey's Theory of Subjectivity. Based on qualitative epistemology, we present a case study, organized from the information constructed through phrases complement, open questionnaire and individual interview. The results show that different configurations of subjective senses of teaching are produced along the professional path and these are deeply linked to their social interactions, in the different contexts in which the teacher has transited since childhood. The adopted framework allowed to give visibility to the concrete subject, in its singular trajectory, which is usually disregarded in the generalizations that result from an approach of the teaching path by cycles.
Acesso aberto (Open Access)
Contribuições do estágio no Clube de Ciências da UFPA para a produção de sentidos subjetivos sobre interdisciplinaridade
(Universidade Federal do Pará, 2018-07) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; RESQUE, Marciléa Serrão
Interdisciplinary science education is still not frequent in our schools. At the Science Club of the Federal University of Pará (CCIUFPA), trainees from different undergraduate courses work in teams and have opportunities to experience the construction of interdisciplinary proposals. Inspired by the Subjectivity Theory of Fernando González Rey, we investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduated from the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. We present four case studies of trainee teachers, whose information was constructed through different instruments. In spite of the uniqueness of each trainee's experience, they considered that the internship at the UFPA Science Club expanded their knowledge of interdisciplinarity, taught them how to face and overcome difficulties to carry out interdisciplinary projects, favored the planning and appreciation of team activities, as well as the recognition of the importance of the motivation of junior partners, the contextualization of contents and dialogue in the classroom. The teachers evaluated that the experiences in the CCIUFPA contributed to the construction of their current teaching practice, and two of them reported carrying out, even with difficulties, the interdisciplinary teaching of science in the school.

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Navegando Artigos - Amaz RECM/UFPA por Autor "ALVES, José Moysés"