Navegando por Autor "MAGNO, Cleide Maria Velasco"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Uma agenda de pesquisa para formação docente em educação em ciências: investigando elementos essenciais
(Universidade Federal do Pará, 2017-05-03) MAGNO, Cleide Maria Velasco; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Based on ideas developed about the role of the teacher and his training, we conducted an investigation on the production of the Graduate Program in Science and Mathematics Education, Institute of Mathematical and Scientific Education, Federal University of Pará (PPGECM / IEMCI / UFPA), With the purpose of knowing, understanding and reflecting on the elaboration of a research agenda for the area of Scientific Education. With this purpose, we produced a panoramic picture of the general production of PPGECM, with the methodological context in which it was constructed, explaining in the works the indicators that delimited the field of research on teacher training; We show the training model (s) and the dimension in which they fit, and we place Science Education with emphasis for the CTS approach. The research was delineated in the qualitative, documentary type approach. The texts were selected by means of the identification of the descriptors "teacher training and conception" in the virtual and printed archives, deposited in the site and in the library of the Institute. For the corpus of analysis, 26 dissertations and one thesis were chosen, distributed in two periods. For the systematization, the data were organized in annual tables, called Integrative Synthesis, from which other analytical matrices were created.To analyze the data, we used the Bardin Content Analysis (2016). The results were presented in two blocks. We conclude, from the first block that there are methodological weaknesses in the productions that need to be worked out, however, the field of research teacher training has shown itself in a process of consolidation in the program. The second block showed that there is an evolutionary continuum referring to the training model, as well as in Education for Citizenship and Science Teaching, used in all productions. As for Education, with a CTS approach, the potentiality of the proposal to change students' conception emerges and self- training of teachers is evident. All these points constitute strong elements for the elaboration of a Research Agenda, however, considering all the aspects necessary for the development of the area, it is important the collaborative participation of all those involved in said program, to make feasible the planning, the development And its implementation of this agenda.
Acesso aberto (Open Access)
Narrativa, testemunho e memória do CCIUFPA: uma formação para identidade e profissionalidade docente
(Universidade Federal do Pará, 2023-06-27) MAGNO, Cleide Maria Velasco; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
With the purpose of writing a narrative about the Science Club of the Federal University of Pará (CCIUFPA) that is linked to the Institute of Mathematics and Scientific Education. Because it is a Club formally linked to teacher training programs and scientific initiation that transcends the physical space where it is located, experiences and learns from the most varied domains of knowledge throughout its history, it becomes a dense source of formative experiences for Brazil. In the North Region it was the first point of research to improve the teaching of Science and Mathematics. It is the space of reconnection between the teacherresearcher subject with the opportunity to do science with pleasure, sharing and passion. As a narrative researcher, I assume the place of witness to embrace a set of experiences that are the basis of the training carried out in this space. To this end, I sought in the authors JeanPhilippe Pierron, Martins Júnior, Edgar Morin, Jacques Le Goff, Diniz-Pereira, Antônio Nóvoa, Clandinin and Connelly, Gonçalves, Moraes and Galiazzi among others, the arguments to talk about testimony, narrative and memory that make history and science, as well as, in works produced about the CCIUFPA I sought clues for the construction of the present narrative. To compose the corpus of the research, in addition to documents, I counted on eight testimonies of teachers who made a training trajectory there, which were obtained by a Memory activator device (DAM). In the treatment and analysis of the information obtained I made use of the IRAMUTEQ software associated with Discursive Textual Analysis (DTA), listing emerging categories (Vortices I, II and III) from which it was made explicit that personal involvement, protagonism in learning, democratic environment and learning to do by doing, emerged as formative principles that were maintained over time, constituting a model of integral formation that enables the teacher to understand his identity and his practice in a dynamic that drives him to broaden his consciousness, his worldview and his practical and evaluative actions, elevating himself, the teachers, the CCIUFPA itself and the Brazilian Amazon. Such arguments make me defend the thesis that the systemic look based on testimonies registers, as a spiral, the evolutionary movement of formation, identity and teaching professionality undertaken at CCIUFPA, expressing formative principles of teachers to teach Sciences in contemporary times.