Navegando por Assunto "Narrative Research"

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Saberes docentes e questões sociocientíficas na formação inicial de professores para os anos escolares iniciais
(Universidade Federal do Pará, 2018-05-21) FERREIRA, Silvaney Fonseca Seabra; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research training that has occurred from three potentially controversial subjects, of a qualitative nature, in the narrative modality, which research teacher training. It took place in the context of the Integrated Degree in Science, Mathematics and Language Education, from the Institute of Mathematical and Scientific Education (IEMCI), University Federal of Pará (UFPA), which is intended for initial teacher training for the initial years of the Fundamental education. In order to help me construct the formative experiences, thirteen students of this degree who attended different formative moments participated of her. I use for this work, the discursive textual analysis (DTA), from the research instruments or field texts, as an initial questionnaire to characterize the participants of the research, audio and video recordings of the meetings held, as well as the use of an descriptive analytical memorial text that each student had at the beginning of this work and my "field diary", in which I recorded the synopsis of each meeting, my impressions, elements of the context, among other aspects that I considered relevant to register. In this way, three nuclei of analysis emerged: i) In the meantime, swimming against the current, I discuss the (dis) constructions and intentions of choosing the scientific contents from the potentially controversial subjects, mainly scientific literacy and citizen training; ii) It is forbidden to fish, I give to know the mobilizations and possibilities of scientific and pedagogical knowledge of content lived in this formation under the lenses of Shulman, in relation to understanding, transforming and teaching; and iii) Transposition systems, I argue that inverted symmetry makes it possible to think, reflect, construct and propose teaching for the human condition, in the sense of teaching to live, building and mobilizing education for citizenship. With this, it is possible to infer that the exercise of inverted symmetry with discussion of potentially controversial subjects enables the teaching students to mobilize, articulate, construct and communicate in a progressively clearer way, scientific and pedagogical knowledge of content, evidencing a greater understanding complexity as they progress in its formative course.