Navegando por Assunto "Initial teacher training"

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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.
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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.
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Comunicação matemática: concepções e práticas letivas de futuras professoras dos anos iniciais
(Universidade Federal do Pará, 2019-02-28) ARAÚJO, Angélica Francisca de; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/ 0000-0001-6278-2958
This is the report of a research with a qualitative approach of interpretative character, developed through a design of collective instrumental case study, with the collaboration of a group of Integrated Degree in Education in Mathematical Sciences and Languages of the Institute of Mathematical Education and The study, a formative experience on the theme "mathematical communication" that developed through the thematic axis "language and knowledge" (compulsory curricular component), started from the assumption that the conceptions about mathematical communication of future teachers of the initial years are formed during all their school experience (elementary, middle and undergraduate) and manifest themselves in their classroom practices during the initial training, while in internship activities. The research took place in two interconnected moments: the first one in the university classroom, in which the researcher also assumed the role of teacher of the class, and the second through the observation, by the researcher, of the teaching practices of three participants, during the classes that they taught in the compulsory internship. The objectives of the research are described as follows:a) general objective: understand the concepts and practices of mathematical communication of future teachers in the early years and their relationse b) specific objectives: (i) to identify and understand the conceptions about mathematical communication of future teachers in the initial years; (ii) analyze and discuss how the conceptions about mathematical communication of future teachers of the early years are manifested in the learner practices during the initial formation; and (iii) relate learner conceptions and practices about mathematical communication during initial training and internship activities. Mathematical communication was treated as an aspect of the teaching practices of future teachers, trying to analyze if their conceptions are related to their classroom practices. Data emerged from reflective journals, questionnaires, interviews and observations, instruments used to collect data in the two moments in which the research developed. The analysis of the data was done through a triangulation based on a table organized in objects of analysis and instruments of data collection. The study evidenced that the conceptions about mathematical communication identified refer to effective and favorable communication to social interactions in mathematics classes, but the relation between these conceptions and learner practices during initial formation and in stage activities is not linear, in communication practices, from the point of view of the interactions and the arguments of their students, the communication is less effective than the one expressed in their conceptions.
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Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
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Construção de um portfólio sobre noções de estatística e probabilidade como dispositivo didático
(Universidade Federal do Pará, 2022-01-21) VILHENA, Vera Débora Maciel; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present research aims to develop praxeology’s (Tasks, Techniques, Technology and Theories) on notions of Statistics and Probability for the construction of a portfolio as a didactic device in the initial training of teachers. Taking as a reference the Anthropological Theory of Didactics (TAD), the guidelines of the National Common Curricular Base, and the proposal of Ladage and Chevallard, which through a Study and Research Path (PEP) of micro dimension, divided into two moments: The Research PEP constituted the Studies of the teaching problem and the Epistemological dimension and a micro - Intervention PEP constituted the Institutional Economic and Ecological Dimensions. A didactic experience of Notions of Statistics and Probability with 25 students in teacher training of the Integrated Degree in Education in Mathematics, Science and Language at the Universidade Federal do Pará, from August to December 2020. The main result obtained with the research indicate to the resourcefulness of future teachers covering the reading, construction and interpretations of tables and graphs. The classes made it possible for future teachers to be able to understand and interpret the construction of tables and graphs and how the information can be treated for the development of activities that composed an educational product called “the didactic portfolio for the teaching of Notions of Statistics and Probability”. The field research was of great help in the learning of the technique and the understanding of the importance of this study not only in the lives of students, but in society in general.
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Ensino de ciências: uma proposta formativa para futuros professores dos anos escolares iniciais no estudo de energia
(Universidade Federal do Pará, 2022-06-09) HIRAI, Lêda Yumi; Fraiha-Martins, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is qualitative research in the narrative modality, based on the initial training of students of the Integrated Degree in Sciences, Mathematics and Languages for the Initial Years of Elementary Education, at the Federal University of Pará. Objective to understand the training processes experienced by future teachers in the early years when participating in a practice based on hybrid teaching, especially on the theme Energy in the rotation model by stations, in order to elaborate a proposal for the initial training of teachers to teach science in the early years. For the development of the analyzes and results, the field diary was used, the audio recording material made during the empirical research, as well as the material produced by the students in the tasks performed. And as a method of analysis, Discursive Textual Analysis was selected to understand the investigated narratives. In general, the undergraduates were interested in the practice, they had not had contact with the methodology of rotation by stations. The activities promoted reflections on the arrangement of tasks within each station, the contents and how the teacher's posture should be as a mediator of knowledge, guiding and guiding students towards knowledge. Through the results, the educational product entitled “ENERGY IN SCIENCE TEACHING: teaching practice of Station Rotation with students in the early school years” was created, considering its use by future teachers in the early school years to teach the energy theme. The material produced has three (03) units with information on the preparation of the activities script, suggestions of materials and technological tools to be used, I also present the planning of each station, containing lesson plans. In view of the training processes that were experienced by undergraduate students of the Integrated Licentiate course, I believe that the training proposal was accepted satisfactorily, being evidenced in the narratives of the undergraduates, when they point out their reflections on the theme and the material developed.
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Linguagem e conhecimento, tema da formação inicial na licenciatura integrada em ciências, matemática e linguagem
(Universidade Federal de Mato Grosso, 2020-04) ALVES, José Moysés; PARENTE, Andrela Garibaldi Loureiro
This article reports a professor's research on hisownpractice, when teaching the theme Language and Knowledge I, to a class of 40 undergraduates. The objective was to produce new meanings about the teaching of the theme, from the narrative of an attempt to approximate the training provided with thepedagogical practice desired in professional practice, in a perspective of inverted symmetry.In addition to discussing their previous knowledge and some texts, the undergraduate students researched subjects related to Nature and Culture of Marajócontent, planned activitiesand developed didactic resources to teach it to students in the early years, concerned with the communicative approach. The narrative of the experience was based on the teacher's memories, the planning carried out for the theme and the productions of the undergraduate students. The interpretative analysis of the narrative made it possible to producethe following meanings. It is possible to work with a theoretical theme, in the initial formation of teachers, in a perspective of inverted symmetry. The contextualization allows valuing the cultural identity and the personal history of the graduates, mobilizing their emoticons. Dialogue and collaborative activity planning contribute to the development of affective bonds, creativity and autonomy for future teachers.
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Saberes não matemáticos articulados às práticas sociais com modelagem matemática no ensino básico: o caso da educação fiscal na formação de professores
(Universidade Federal do Pará, 2023-07-06) ESPIRITO SANTO, Claudia Fernandes Andrade do; PEREIRA, José Carlos de Souza; http://lattes.cnpq.br/8936346019682861; https://orcid.org/0000-0003-4797-0023; AG ALMOULOUD, Saddo; http://lattes.cnpq.br/9168215683139657; https://orcid.org/0000-0002-8391-7054
The present study aims to investigate the existing institutional conditions and restrictions that impact on the immediate need to understand the functions of the role of non-mathematical knowledge present in mathematical models related to situations concerning Fiscal Education, using as an example the Income Tax for Initial and Continuing Teachers. Our main theoretical framework is based on the Anthropological Theory of Didactics (TAD), with the aim of answering the following question: “what institutional conditions and restrictions exist and how do they impact the understanding of non-mathematical knowledge present in mathematical models, in situations involving tributes and taxes, with the Individual Income Tax (IRPF) as an instigating element for the initial and continued training of teachers?”. From this perspective, the investigation focuses on the reason for the foundation of the IRPF and Tax Education, considering the bibliographic reference, contributing to the focus on teacher training with their skills and competences in the use of mathematical modeling, resulting in the production of the Model Epistemological Reference (MER). To answer the study question, we developed a Study and Research Path for Teacher Education (PEP-FP), through the unfolding of seven study and research sessions with students (students in initial and continuing education) of the Integrated Degree course in Education in Science, Mathematics and Languages, from the Federal University of Pará (FEMCI/IEMCI/UFPA) and other institutions in the country. It is understood that research from the perspective of TAD shows its relevance to study and analyze teaching problems, which often come from the Current Epistemological Models (MEV). A qualitative investigation was carried out, with a methodological approach of the bibliographic documental study, analyzing the new curricular bases, the curricular parameters, laws and norms, dissertations and theses, based on the praxeological model of TAD, in the sense given by Castela and Romo Vázquez, which deals with the participation of other knowledge, including practical ones, in mathematical models about practices that, in our case, involve tax law, accounting and Mathematics, constituting an essential tool to provide an answer to the questioning posed about mathematical modeling , from the praxeological model that was presented. We also used the dialectic of questions and answers that arose in a natural way, and the dialectic of media and means, for the analysis. We verified, in the research results, that the PEP-FP favored the initial and continued formation of the teachers, since the participants managed to elaborate didactic proposals related to the object of research, the Fiscal Education. Considering the procedures used in the research, we observed the production of favorable conditions in the use of the Epistemological Reference Model during studies. Analyzing the Current Epistemological Model, we highlight the restrictions that cannot be omitted and studied for the construction of our Alternative Epistemological Model.