Navegando por Autor "YANO, Victtor Takeshi Barreiros"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
Acesso aberto (Open Access)
A Dimensão subjetiva da aprendizagem de professores de física nas ações pedagógicas
(Universidade Federal do Pará, 2023-09-26) YANO, Victtor Takeshi Barreiros; ALVES, José Moysés
The present research, conducted within the framework of the Subjectivity Theory, Qualitative Epistemology, and Constructive-Interpretative Methodology, aimed to comprehend the subjective configuration of the learning action of two physics teachers in the early years of their professional practice. It posits the thesis that teachers, in the initial years of their professional engagement, draw upon subjective, relational, and operational resources developed in prior moments while also developing new resources as they learn to confront current challenges. The investigation took place in a private school in Belém/PA, and instruments employed for engaging in dialogue with the two teachers included observations, questionnaires, sentence completions, essays, and informal conversations. Based on the gathered information, indicators and hypotheses were constructed regarding the subjective meanings produced in the teachers' life history, those associated with the social subjectivity of the school and other training contexts, and the subjective meanings produced during pedagogical action. The hypotheses facilitated the construction of a theoretical model, encompassing the tension caused by the onset of professional engagement and the pandemic; the need to develop subjective, relational, and operational resources to cope with the new demands of remote teaching; the occurrence of necessary learning to produce teaching that motivates students and facilitates their learning, for which subjective, relational, and operational resources developed during the initial training years, especially in internships, were mobilized; as well as the emergence of subjective development configuration resulting from subjective productions related to the master's degree and professional practice, leading to different professional decisions for the two teachers.