Navegando por Assunto "Coletivo de estudos"

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Coletivo de estudos, formação e práticas: itinerários de uma formação em educação para o desenvolvimento sustentável
(Universidade Federal do Pará, 2017-06-22) RAPOSO, Elinete Oliveira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Countless events confirm that we are experiencing a socio-environmental crisis, which mobilizes us to contribute to face the challenges under the current chances. In this sense, providing continued education to teachers that aims to privilege a "learning" of contexts that reveal processes of unsustainability, which underlies the current development model, materialized in the contemporary socio-environmental challenges, collaborates to build paths for the formation of citizens for an understanding of present socio-environmental scenarios. Thus, this research is based on the analytical possibilities of a formative experience (research with formation) in the field of Education for Sustainable Development, understood here as "Collective studies, training and practices in Education for Sustainable Development". In this process of formation, they were approached by contemporary socio-environmental challenges, as a way of problematizing central issues to the environmental crisis. These challenges were represented by the themes Cities, Forests, Climate Change, Garbage, Water and Energy. The objective was to capture the contributions of a continuing teacher training process, focused on a proposal of experiential and collaborative learning in the approach to the current socio-environmental challenges, including the intention of re-signification of the teaching practice, in order to consider the approach to the questions of (in)sustainability. Reflection is here recognized and stimulated as a structuring basis for professional development and the creation of new relationships between teaching and learning. A research concerning a qualitative approach, guided by research-action-participant. In the analysis and interpretation of the data, use the discursive textual analysis. In this process of formation, I emphasize a willingness to listen to the other, autonomy and objectification of the specific knowledge that facing the knowledge of the collective took an interdisciplinary perspective with regard of the objects of study. In turn, the participatory process is recognized as an important aspect that can reverberate in the conformation of a favorable school environment. Teachers played a leading role in the formation process, avoiding object status, building knowledge and "teaching one another" and "learning from each other", collaborating on mutual learning. The whole process of formation was mediated by problematizations and contributions, in order of deepening and collective reflections, bringing to the collective new/other interpretations/understandings of the objects of study. It consisted a collaborative movement, which focus represented the sharing of knowledge, experiences, practices and actions.
Acesso aberto (Open Access)
O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS
(Universidade Federal do Pará, 2019-12-16) SANTANA, Elisangela Barreto; VALENTE, José Alexandre da Silva; http://lattes.cnpq.br/0655992254353831; https://orcid.org/ 0000-0001-9551-3498; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.