Navegando por Autor "BUZA, Ruth Gabriel Canga"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Educação ambiental: ideias, saberes e práticas relatadas por professores em um país em reconstrução, Angola
(Universidade Federal do Pará, 2013-12-12) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
The Angolan context served as the backdrop for this work. We surveyed three schools of public schools, we have two teachers from each school, and these teachers of the discipline of Environmental Studies (which can be considered as the discipline of Sciences here in Brazil ) these teachers teach in primary ( term used for elementary schools ) . This study is qualitative in nature, the narrative approach, and with this choice had the opportunity to dive into the experiences related to teaching practice of these teachers in the classroom , and to analyze the insertion of Environmental Thematic teaching practice in Angola . Angola has numerous brands in their history of exploitation and war , these in turn brought great impact to the Angolan society , allowing us to realize today deficiencies mental and moral order of the sons and daughters of this land coming . Write about education in the country, is to write about how teachers and students can overcome the many difficulties experienced daily. and even in this context also invest in the teaching - learning confident in building a better future . Through research it was possible to hear the teachers and register reports about how the Environmental Thematic is inserted in the classroom, however with the observation of the school , it was also possible to note the need for a more thorough approach , which was already noticeable notice some glitches related to the care of the school . Environmental education alone favors the formation of reflective beings , which allows the gradual change of society.
Acesso aberto (Open Access)
Histórias de vida de professores formadores de professores de ciências em Angola
(Universidade Federal do Pará, 2018-05-11) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
In this thesis, I approach questions related to the teaching of Science and the qualification of teachers who educate Science teachers in Angola, using as a main research strategy the personal and professional life stories of the researched subjects, all of whom are educators of teachers. My general objective is to research the stories of teacher education in Angola, searching for accounts that express the way these teachers were formed and how these stories contribute towards the qualification of Science teachers in the country. For specific objectives, I investigate the relation between the history of the country and the constitution of education in Angola; I characterize the challenges, the adventures, the misfortunes and the personal and professional overcoming that contributed to its formation, reverberating in the practice inside the classrooms; I investigate the ambitions/utopias of the qualifying teachers, in pursuit of solutions to perfect the qualification of Science teachers in Angola. This search for information was carried out in two steps: the first moment was the application of questionnaires, to the teachers who were distributed in different provinces, totaling 58 questionnaires. From this group, I received back 21 questionnaires, of which 6 were used in the research. In a second moment, I added 3 teachers who had not filled in the questionnaire, but who were willing to collaborate, and so were interviewed. I assume the qualitative research in the narrative approach, where the reports by the subjects are the central empirical material. However, I also made use of historical information about the country and its education, as well as official documentation. This research possesses 3 sections of analysis, denominated: “Nothing but the ABCs,” which presents the history of education for teachers in the colonial period; “Teaching and learning to teach,” section constituted by the memories of formation in the transition period (end of colonization and beginning of independence); and “From chaos to peace,” a section constituted by the memories of formation from the period of civil war till the present days. As a conclusion, I consider that the speech of the teachers who form teachers bring non-official information that may become of use for organizational purposes in preparing Science teachers in the country, providing an essential framework for building new paths in educational organization in Angola.