Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Autor "ABREU, Josyane Barros"

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    Formação docente para a inovação didática: tensões e possibilidades de uma experiência formativa
    (Universidade Federal do Pará, 2016-03-14) ABREU, Josyane Barros; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
    Motivated by concerns still awakened in my initial training, lean over me to investigate tensions and possibilities that emerge from a formative experience that proposes innovative, at the context of teachers initial preparation. Aim understanding tensions and possibilities correlated to didactic innovation. To do so, I bet on the proposal of the Three Pedagogic Moments believing that integrates complex thinking in the construction of scientific knowledge, contributing to a critical view of the student, then can be inserted into an innovative concept of education. To approach answers, I opted for qualitative research, setting up an action-research, in the context of Integrated Degree in Science Education, Mathematics and Languages of the Universidade Federal do Pará. As a "model" of formation, the Course has innovative features, which seeks to integrate the specific knowledge and pedagogics of the contents, valuing the complex thinking and reconnection of knowledge. The livings in that theme contributed to the understanding the tensions and possibilities related to teaching innovation. The initial stages of the research have established a very conflictive universe, to me and to the participating subjects. In the context, emerged tensions related to the difficulty of problematizate a subject – being a problem the problematization - resistance to abandon the traditional classes that both criticized and difficulties in overcoming the moorings of a punctual and purposive evaluation, limiting the closed exercise of memorization and fixation. Such difficulties are legacies of a minds colonization of a teacher formation still lived when students. However, these events constitute in an authentic problematization of formative experience, including the potential to overcome and break barriers so ingrained in us, teachers. Then, the "problem" mobilized by complex tensions and resistances, allowed a decolonization process in which the (re)construction of meanings related to the "know-how" and "how to be" teachers of subjects in training were building up.
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    Problematização da docência e aproximações à inovação didática na formação continuada de professores de ciências
    (Universidade Federal do Pará, 2022-06-08) ABREU, Josyane Barros; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
    This research is motivated by concerns from my first teaching experiences, still in my undergraduate studies, which persist to accompany me even in the present time. As a result of them, I seek to understand in what terms formative experiences, shared by science teachers, within a continuing education, inspired by the Biographical Project Workshops, express the problematization of teaching and rehearse Teaching Innovations. This is a research-training, based on the (auto)biographical method, which explores life and training histories of fourteen (14) teachers who teach Science, in an in-service training. The results were possible because the participants of the research sought, in their own way, the continuing education, for already feeling dissatisfied with the way they were teaching. Even so, they arrive at the course wanting to learn "recipe packages" to better teach their students. However, they are surprised by experiences that lead them to question their teaching practices, awakening in them a more reflective and inquisitive look at themselves, personally and professionally, leading them to investigate their own practices and to recognize limitations in their performance, which awakened in them the desire to try new/other ways of doing things in their teaching. From this, new beginnings emerge, which awaken in the participants the feeling of incompleteness and guide them to a process of self-knowledge, which makes them responsible for their (self)forming and transforming power, allowing them to act on themselves and to operate their own didactic choices, which rehearse, in their teaching, Didactic Innovation. In view of the facts reported, I argue that Didactic Innovation is constituted as a product and process of selfknowledge of teachers through autobiographical formative experiences, shared in dynamics of continuing education and problematizing of teaching, constituting a possible way to produce innovative views on the teaching practice open to becoming.
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