Navegando por Assunto "Aprendizagem docente"

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Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências
(Universidade Federal do Pará, 2016-06-08) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.
Acesso aberto (Open Access)
Formação inicial de professores(as) indígenas em diálogos integradores de aprendizagem na objetivação cultural
(Universidade Federal do Pará, 2023-03-09) NERY, Cristiane do Socorro dos Santos; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The initial training of indigenous teachers can be understood as the orientation that connects matrices of different thoughts that need to be accessed to meet the educational needs of the collective. Collectivity, as a way of being in the world is one of the fundamental principles of indigenous cosmology. Collective thinking, as a sociocultural practice, can be understood as a way of life materialized in labor, festive and ritual activities, among others. The subject of study starts from the following research question: What are the potentialities of co-production of activities for teaching mathematics in the initial training of indigenous teachers, from the appreciation of the sociocultural practices of their ethnic groups? The thesis debates that the joint labor of indigenous teachers in training and the teacher trainer, in the co-production of activities that value socio-cultural practices, enhances indigenous teacher learning for teaching mathematics, the encounter with sociocultural mathematical knowing and the professional reorientation of the teacher trainer. The general objective is: to analyze the engagement of indigenous teachers in training and the teacher trainer in the process of coproduction of activities for mathematics teaching, considering the sociocultural practices of the indigenous ethnic groups of Amapá and Northern Pará. The specific objectives are: to identify the principles of initial training of indigenous teachers based on specialized literature, official documents and the curriculum of the indigenous intercultural degree; understand the relationship between the training of indigenous teachers and the Theory of Objectification; map the sociocultural and educational reality of the co-producers of the research; describe the process of producing meanings related to numerical systems. The theoretical reference is based on the Theory of Objectification. The research exercise took place in four stages: (1) bibliographical and documentary survey on the subject; (2) field research; (3) study of the specialized literature on the central and secondary concepts of the thesis; (4) systematization and analysis of information. The methodology was conducted by a qualitative approach, participant research, with interview techniques, field diary, oral and written records of activities and categorical thematic analysis. The results revealed multiethnicity, plurality, diversity, indigenous education, self-determination, intercultural, community, bilingual/multilingual and specific education as the guiding principles of the curriculum; indicated that the concepts of joint labor, teacher learning and the semiotic means of objectification when linked to the symbologies and meanings that emerge from the coproduction of activities contribute to the understanding of indigenous school education and licensed training; pointed to difficulties related to teaching methodologies, mathematical language, Portuguese language and lack of teaching materials; signaled the possibility of mutual learning and understanding of mathematical objects. It is concluded that the joint labor contributed to the initial training of the indigenous teachers, co-producers of the research, as they became aware of distinct historically and culturally constituted knowledge, and began to intend to update them of indigenous sociocultural mathematical knowing related to numbering systems in the native language.