Navegando por Assunto "Narrative research"
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Item Acesso aberto (Open Access) Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.Item Acesso aberto (Open Access) Clube de ciências da Universidade Federal do Pará: ensino de ciências e divulgação científica: um estudo iconográfico antropológico narrativo(Universidade Federal do Pará, 2021-08-04) BANDEIRA NETTO, Felipe; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274I seek in this dissertation to analyze epistemological and historical aspects of science teaching at the Clube de Ciências da Universidade Federal do Pará - CCIUFPA. For this, I make use of photographic images of the collection of the Clube de Ciências and the personal collection of teachers and coordinators graduated from this training space. In this research, I begin with my first contacts with photography, which is designed since my childhood in Quilombo de Mangueiras, located in the Ilha do Marajó, in the city of Salvaterra, in the Estado do Pará, until the current moment of this master's research. The problematization of this research occurs through memorialistic reports evoked from photographs of people who lived the CCIUFPA in different times. For the analysis of speeches and images, I make use of relevant theoretical elements that help me in the collection of information and in the construction of data. I seek anthropological theoretical contribution in the thinking of theorists such as Geertz, Campos, Bourdieu, Kossoy, as well as Hine and Turkle to discuss virtual anthropology. As this is a qualitative research in the narrative modality, I take the theoretical perspective of Clandinin and Connelly. For the analytical movement, I make use of the discursive textual analysis of Moraes e Galiazzi. As the research took place during the Covid-19 pandemic, caused by the Sars-Cov 2 coronavirus, part of the interviews were conducted virtually, and to respect scientific limits, I make use of theorists who assist me in this process. The analytical movement made it possible to build two categories dealing with Scientific Initiation and Scientific Communication in the historical trajectory of science teaching at CCIUFPA.Item Acesso aberto (Open Access) Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.Item Acesso aberto (Open Access) Formação inicial de licenciandos em biologia e o processo de (auto)formação docente: reflexões sobre experiências vividas e relatadas(Universidade Federal do Pará, 2020-07-20) MIRANDA, Jaíne Fernanda Jaques; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690This is a qualitative research in the narrative modality, in which I try to understand in which graduate students in Biology develop self-formative processes and show aspects and principles that can support new proposals for initial training of Biology / Science teachers, in the context of the discipline (Self) training and Teaching Practice, when narrating and reflecting on their formation histories. The investigation took place within the scope of the Licenciatura in Biological Sciences course - Campus Bragança of the Federal University of Pará (UFPA) and eight undergraduates participated effectively in the research. To this end, I use as oral texts the oral reports obtained from audio recordings of the meetings, the written narratives and the oral narratives through the biographical albums and my field diary. For the analysis of the reports obtained, I use the Discursive Textual Analysis. From the analysis movement, two analytical axes emerge from the narratives, the first entitled “School Memories: marks of a journey”, in which I present the senses and meanings that the participants attribute to the school, explaining representations and relationships established between the process schooling and the personal and professional training of undergraduates. And the second, Teaching and Teaching: teaching being and doing, in which I analyze teaching concepts linked to teaching concepts, among them, the teaching / education objective, views on the teacher, teaching practice, methodologies and the teaching process. teaching-learning. I conclude that, as formative movements take place, where the graduates themselves, when narrating and reflecting on their experiences, develop a movement of walking towards themselves, they present nuances of an awareness not only in a social context, but an awareness about / in Science / Biology teaching, since self-formative processes are triggered from the moment that undergraduates start to reflect on their own experiences and learn from them, becoming subjects of their own formative process.Item Acesso aberto (Open Access) Histórias de vida de professores formadores de professores de ciências em Angola(Universidade Federal do Pará, 2018-05-11) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602In this thesis, I approach questions related to the teaching of Science and the qualification of teachers who educate Science teachers in Angola, using as a main research strategy the personal and professional life stories of the researched subjects, all of whom are educators of teachers. My general objective is to research the stories of teacher education in Angola, searching for accounts that express the way these teachers were formed and how these stories contribute towards the qualification of Science teachers in the country. For specific objectives, I investigate the relation between the history of the country and the constitution of education in Angola; I characterize the challenges, the adventures, the misfortunes and the personal and professional overcoming that contributed to its formation, reverberating in the practice inside the classrooms; I investigate the ambitions/utopias of the qualifying teachers, in pursuit of solutions to perfect the qualification of Science teachers in Angola. This search for information was carried out in two steps: the first moment was the application of questionnaires, to the teachers who were distributed in different provinces, totaling 58 questionnaires. From this group, I received back 21 questionnaires, of which 6 were used in the research. In a second moment, I added 3 teachers who had not filled in the questionnaire, but who were willing to collaborate, and so were interviewed. I assume the qualitative research in the narrative approach, where the reports by the subjects are the central empirical material. However, I also made use of historical information about the country and its education, as well as official documentation. This research possesses 3 sections of analysis, denominated: “Nothing but the ABCs,” which presents the history of education for teachers in the colonial period; “Teaching and learning to teach,” section constituted by the memories of formation in the transition period (end of colonization and beginning of independence); and “From chaos to peace,” a section constituted by the memories of formation from the period of civil war till the present days. As a conclusion, I consider that the speech of the teachers who form teachers bring non-official information that may become of use for organizational purposes in preparing Science teachers in the country, providing an essential framework for building new paths in educational organization in Angola.Item Acesso aberto (Open Access) Inovar, criar e narrar: ensino e aprendizagem intercultural Warao(Universidade Federal do Pará, 2023-08-25) LAMEIRA, Natália Conceição; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530In teaching the Warao language, Spanish and Portuguese, encounters, affections, biographies, experiences, and creativity come together to establish a new narrative with the purpose and meaning of bringing the Warao language to life. Our river of experience led us to the conclusion that the dissertation would be navigated through an innovative methodology - The Narrative -, by LUCIO (2020). This investigation therefore took place in a dimension where water intertwined with a fictional character who was to serve as a link between the fictional and authorial narratives developed with the proposed discussion to portray an autobiographical and formative experience. There are discussions and dialogues included regarding the university's role in social struggles, its importance in establishing affirmative policies, questioning the university's role in teaching Pan-Amazon languages, and learning in training environments, what intercultural teaching is, what it is for, and how to use it for training that breaks chains, resistance to cultural extinction. In the area of language in higher education, a collection of narratives of subjects, bodies, and stories that occupy and constitute the university space. Consequently, educational products and by-products are suggested that can assist Warao intercultural teaching and learning. The research was developed during the professional master's degree in Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES), within the research area Inovações Metodológicas do Ensino Superior (INOVAMES). The dissertation included theoretical support from Viñas (2004) who discusses the definition of culture and intangible cultural heritage, experience from Larrosa (2014), experience and transformation, and narrative research from Clandinin and Connelly (2011). In addition to the discussion towards creativity of Mihaly Csikssentmihalyi (1999) and Pascale (2005), liberating education by Paulo Freire (1997), Discursive Genres Bakhtin (1997), Language by Bakhtin (1997) and Geraldi (1996), Teacher Training in Cyberspace Lévy (2000) among others that complement the theoretical narrative and methods of this dissertation. The researcher has opened herself to the experience that narrative research provides and highlighted the feelings and impressions of those who allowed themselves to be touched and transformed through the creative process described.Item Acesso aberto (Open Access) Narrativa, testemunho e memória do CCIUFPA: uma formação para identidade e profissionalidade docente(Universidade Federal do Pará, 2023-06-27) MAGNO, Cleide Maria Velasco; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274With the purpose of writing a narrative about the Science Club of the Federal University of Pará (CCIUFPA) that is linked to the Institute of Mathematics and Scientific Education. Because it is a Club formally linked to teacher training programs and scientific initiation that transcends the physical space where it is located, experiences and learns from the most varied domains of knowledge throughout its history, it becomes a dense source of formative experiences for Brazil. In the North Region it was the first point of research to improve the teaching of Science and Mathematics. It is the space of reconnection between the teacherresearcher subject with the opportunity to do science with pleasure, sharing and passion. As a narrative researcher, I assume the place of witness to embrace a set of experiences that are the basis of the training carried out in this space. To this end, I sought in the authors JeanPhilippe Pierron, Martins Júnior, Edgar Morin, Jacques Le Goff, Diniz-Pereira, Antônio Nóvoa, Clandinin and Connelly, Gonçalves, Moraes and Galiazzi among others, the arguments to talk about testimony, narrative and memory that make history and science, as well as, in works produced about the CCIUFPA I sought clues for the construction of the present narrative. To compose the corpus of the research, in addition to documents, I counted on eight testimonies of teachers who made a training trajectory there, which were obtained by a Memory activator device (DAM). In the treatment and analysis of the information obtained I made use of the IRAMUTEQ software associated with Discursive Textual Analysis (DTA), listing emerging categories (Vortices I, II and III) from which it was made explicit that personal involvement, protagonism in learning, democratic environment and learning to do by doing, emerged as formative principles that were maintained over time, constituting a model of integral formation that enables the teacher to understand his identity and his practice in a dynamic that drives him to broaden his consciousness, his worldview and his practical and evaluative actions, elevating himself, the teachers, the CCIUFPA itself and the Brazilian Amazon. Such arguments make me defend the thesis that the systemic look based on testimonies registers, as a spiral, the evolutionary movement of formation, identity and teaching professionality undertaken at CCIUFPA, expressing formative principles of teachers to teach Sciences in contemporary times.Item Acesso aberto (Open Access) Narrativas de indução pedagógica na alfabetização e o podcast Vozes Docentes: uma conversa entre a ilha do Marajó e Belém do Pará(Universidade Federal do Pará, 2024-06-14) SILVA, Jessika de Assiz da; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530Narrating oneself during training in pedagogical induction, within the field of literacy, means perceiving oneself in the midst of the self, others and training. Experiencing formative paths with teacher authorship and a theoretical basis, immersed in school reality, was challenging in this life-research-training trajectory. A subjective, collective and unrepeatable dive into living the experience in an autobiographical, narrative and Larrosian way. Thus, I wove this conversation between the island of Marajó (Salvaterra) and Belém do Pará through an Amazonian narrative, experienced in the process of pedagogical induction in literacy. This journey followed the course of the river of the creative narrative research writing methodology (Lucio, 2020), which converges at its source the autobiographical dimension, at its mouth the fictional dimension and on its bank the self-formative dimension. I entangled this work with my Marajoara autobiography; the fictional one of a girl and a literacy teacher from the 1960s and the self-formative one in the research on pedagogical induction. A transfluence of the narrator, literacy teacher and researcher who finds herself with training in a field that is still little studied: teacher induction and the podcast, as a pedagogical resource that has enhanced the training of Pedagogy undergraduates. My aim with this trip was to build a podcast as a formative educational product of pedagogical induction in literacy. In order to navigate Guajará Bay on the shores of the Federal University of Pará, in the waters of the Amazon, my methodology was based on narrative research (Clandinin; Connely, 2015). On this voyage, important crew members are boarding the ship. In the bow are our theoretical references: Clandinin and Connelly (2015), Lucio (2016, 2020), Nogaro, Kuhn and Moreira (2021), Larrosa (2002), Suarez (2017), Smolka (2012) and Santos (2014). The authors are the subjects of the research: students on the Pedagogy course at the Federal University of Pará, immersed in the UFPA School of Application, located in Belém. To build the data that fueled this ship, on the port side we have a systematic review of the literature over 10 years, on the starboard side we have the development of a pilot induction project, and in the hold we have the analysis of letters as narrative pedagogical documentation and in the hatch we have the Vozes Docentes podcast. In view of this, the hull of this ship (our considerations) shows that, when mediating a training process in pedagogical induction, through the podcast, I have to take a political, epistemological and methodological stance, in which I consider the subjects as inventive authors of their cultural history from their own voices. It's not talking about, it's talking with. Throughout the pedagogical induction process involved in the social reality of the Amazonians, which is based on experience as that which touches us and runs through us, the voices written in the letters – which I transpose into the voices spoken in the podcast – emphasize experience, alterity, affectivity and the student-teacher-student relationship as substantial premises for the student's formation within pedagogical induction in literacy.Item Acesso aberto (Open Access) Portfólio reflexivo: narrativas de formação inicial de professores de ciências biológicas(Universidade Federal do Pará, 2022-06-24) NEVES, Maria Aparecida; GABRIEL, Gilvete de Lima; http://lattes.cnpq.br/7285092318547702; https://orcid.org/0000-0002-5187-8353; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640This research was motivated by the concerns that accompany my practice, within the scope of teacher training. It aimed to understand in what terms the reflective portfolio, developed by the students, during their formative course in the Licentiate of Biological Sciences at the Federal University of Roraima, is configured as a device for the formation and constitution of teacher identity. In order to understand the meanings of what the subjects narrate, this study is based on a qualitative approach, of narrative research, together with the (auto)biographical method; understood here, not only as a knowledge or research strategy, but, rather, as a means of articulating reflection and self-knowledge associated with narrative research. With a stance of critical interpretive hermeneutics, for the analysis and treatment of biographical data, a methodology based on reflective analysis was followed, based on the paradigm of the text, proposed by Ricoeur (2002), using the hermeneutic arc. For this study, a time frame of five years was established (2014 to 2018) and the analysis corpus consisted of the portfolios provided by five graduates of the Degree in Biological Sciences at the Federal University of Roraima, whose selection took place, complying with the following inclusion/exclusion criteria: having completed the degree within the time frame and having worked or been working as a teacher for at least six months. This criterion was established due to the high number of graduates in the period. An analysis designed to define the training axes graduates as a possible training device for large companies and, for better definition, based on Josso (2004) training training, namely: Axis i; which it treats as formative experiences of/for accency; Axle ii, which deals with formative experiences for Science Teaching and; Axis iii, which deals with the experiences that form professional identity. Thus contributing, based on the epistemological theoretical assumptions embraced in this study, to the defense of the Thesis that the learner, during his formative path, in the movement of writing portfolios, manages to (re)signify his experiences, through processes of reflection on the capacity, transforming and constituting themselves in formative experiences, in this process, their professional identity trainer.