Navegando por Assunto "Early school years"

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Registros memorialísticos e empoderamento de professoras que ensinam ciências nos anos escolares iniciais: autoformação e autonomização docente
(Universidade Federal do Pará, 2018-10-08) PEREIRA, Elisa de Nazaré Gomes.; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this formation-research, based on qualitative nature, in narrative modality, I accomplish continued formation from self-learning processes on which teachers from initial school years make records and talk about their pedagogical practices, expressing the knowledge they mobilize to teach students the contents in Science, as well the meaning that had to them the participation on this formation-research. In this sense, I purpose realize possible contributions to the reinvention of practices and knowledge in education of Science teachers who teach on lower while involved on self-learning process with narrative approach. The supporters of this research are three teachers who were attending the first graduation on pedagogy, at public universities, but who have been teaching for years. The data used to build the thesis were: classes observation, “logbook”, audio recording of their own pedagogical practices and pedagogical dialogs, which were analyzed based on Speech Textual Analysis ( MORAES E GALIAZZI, 2007). Based on Teachers’ narrative, I built two analytic axis: i) Teaching Autonomy: breaking patterns, establishing knowledge and their new identities as weavers; ii) Weaving Narrative Yarns: self-learning reflections that empower teachers to transform the way they teach Science. I defend the following thesis: Teachers´ memorial narratives records about their own pedagogical practices, mediated by interaction with a former, promote empowerment and contribute to the building of professional independency and reinvention of teaching knowledge. I developed the following design of continued formation in Science education: 1. Narrative of Pedagogical Actions; 2. Reading of Narratives; 3. Pedagogical Dialogs; 4. Processes of Reflection and Empowerment; 5. Reinvention of Practices and Knowledge. The immersion in the Corpus of the research revealed that when the teachers made reflections about their own practice as teacher by themselves, the need to improve the pedagogical knowledge of contents in Science and from the insertion in the research, they felt motivated to study deeper the subjects to be taught to the students and no longer be conformed only with the knowledge that came from their own experiences. Research the contents to be taught were important because they made the teachers more self-confident to teach, inclusive adopting the interdisciplinarity while planning the classes. The contribution with this formation-research allowed the teachers to be empowered and talk firmer about themselves and their teaching practice, results obtained from a self-evaluation process and, therefore, self-learning process. This research permits to conclude that self-learning processes, when mediated by former(s), are potentially empowerment generator and consequently contribute to itself reinvention, of practices and teaching knowledge on Science Education.