Navegando por Assunto "Knowledge teachers"

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Classes multisseriadas: práticas, memórias e formação docente
(Universidade Federal do Pará, 2015-06) OLIVEIRA, Mara Rita Duarte de; OLIVEIRA, Nazareno do Socorro da Silva
This is research aimed to examine the pedagogical practices of teachers in multigrade classes, school " eld, located in the Municipality of Igarapé-Miri. We conducted the systematization of experiences by teachers in the classroom relating what teachers know, how they produce their teachers, cultural and pedagogical knowledge, as these transmit knowledge produced within their practices. We use information provided by these subjects through interviews as memorialistic narratives, we follow the school routine of schools, as well as visit the rural communities in which these schools are located.
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Leituras de si: saberes docentes e história de vida de formadores de professores
(Universidade Federal do Paraná, 2019-04) REIS JÚNIOR, Leandro Passarinho
This essay deals with the nature of the teaching knowledge of teacher trainers of the University Campus of Castanhal/UFPA through life histories. The objective was to analyze how the teacher educators are constituted and how they generate and perceive the nature and mobilization of their teacher knowledge in the training practice. Three life histories were used to unveil the lived, constructed, shared and reflected knowledge in teaching. The treatment of the narrative episodes occurred in the light of the biographical methodology, using the thematic life history of spaces and formative times, in an interpretative analysis. The results showed that teacher knowledge fecundates and develops in the formative trajectory of the teacher, covering the personal and professional dimension of his life, thus composing his history in a critical reading of himself.
Acesso aberto (Open Access)
Saberes docentes na licenciatura em matemática acerca do ensino de derivada
(Universidade Federal do Pará, 2016-03-28) PAULO, Stephany Glaucia de Oliveira; BRANDEMBERG, João Cláudio; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This work is developed from the qualitative research that aims to identify the Knowledge Teachers present in the Degree in Mathematics and teaching Derivative. The study involves five teachers who teach or have taught at the Calculus I course for the degree in Mathematics of the Pará State University and / or the Federal University of Pará, which seeks to answer the following question: what teaching knowledge present in the degree in Mathematics and teaching Derivative? This study is divided into two stages, the first is the application of a questionnaire containing eighteen questions about teacher training and performance in education derivative, the second is the interview which contains five questions concerning the professional career of the teacher since his graduation and six questions relating to teacher design in relation to the Derivative of education in degree in Mathematics. Later built a new interview script, which contains seven questions on teaching Derivative two about the difficulty of Derivative learning and four purpose of training, experience and the course curriculum. In the historical study of the development of derivative, we based the work of Haveroth (2013), Pires (2004), Bardi (2008), Carvalho (2007) and Baroni and Otero-Garcia (2014). In bibliographical study on the Derivative of education in the Degree in Mathematics, based in Dall'Anese (2000), Santos and Matos (2012) and Traldi Junior (2007) and on the teaching knowledge in Tardif (2014) and Pimenta (1996). Based on the analysis of the interviews, we made some considerations: we realize that this knowledge’s are closely linked to one another, knowledge that these are the training, the experience, discipline and curriculum.