Navegando por Assunto "Non-formal teaching spaces"

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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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Caminhando entre saberes docentes na ilha de fora: a tradição, o científico e a experiência
(Universidade Federal do Pará, 2021-05-21) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a research-training, of a qualitative nature, in which I work on continuing education in a socio-biodiverse context, in the locality called Ilha de Fora, located in the municipality of Curuçá. My goal was to build, based on non-formal teaching spaces, a dialogue between the scientific knowledge of tradition and experience. So, who accompanies me in this research are three teachers from the initial years of Basic Education who were born and work in the place where the research took place. I highlight these two criteria for the interlocutor’s selection: origin and performance in their respective communities because they understand that these two points are fundamental for these teachers to know their community, in its various aspects (social, economic, cultural, educational, among others) and act as teachers in their communities, because they, in my view, will have more facility to connect the knowledge that I seek in this research. In order to carry out this research I appropriated the (self)biographical narrative and developed a training design through research-training by using field texts such as: semi-structured interview (audio-recorded); audio recordings of teachers’ narratives during science classes in non-formal (individual and collective) spaces, field diary (researcher and teachers’), in addition to my interventions, which I call continued Education among knowledge: tradition, science and experience. In possession of the transcripts of the audios and the interview, I construct my three axes of analysis called, i) “Walking with... Being reflective to become aware of the Science teaching I do in Ilha de Fora”. ii) “Walking through... Science teaching practices in non-formal spaces, spotting new practices, connecting new knowledge” and iii) “Walking towards... A formation in the non-formal space in which there is symbiosis between scientific knowledge, tradition and experience”. Through this weaving I glimpse formative points that enable science classes in unique non-formal teaching spaces. They are: “training for complementarity: science classes in non-formal spaces in symbiosis” and “Interdisciplinary collaborative learning”. I also bring, at the end of this text, a product built from this thesis, this product comes with the aim of offering teachers and future teachers a guide for their pedagogical practices in non-formal teaching spaces in which the knowledge of tradition, scientific and experience complement each other.
Acesso aberto (Open Access)
Espaços não formais de ensino: perspectivas para a formação inicial de professores
(Universidade Federal do Pará, 2018-07-10) RODRIGUES, Márcio Henrique Simião; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This paper presents considerations about the use of non-formal spaces for the development of activities aimed at teaching science in the initial years of elementary education. The objective was to investigate the student conception about the use of non-formal educational spaces, and how these spaces, contributes to the initial teacher training process, making use of different teaching strategies.The research has a qualitative approache of participant nature. Three Pedagogical Stepes (presentation of theme, conceptual develpmente and production-evaluation) were used as a teaching strategy, based on Brito’s (2004) proposoal for teaching of science through regional themes. In order to investigate the conceptions of research subjects about working with, in or the non-formal teaching space, questionnaires were given so that the students could report their experiences with the development of the activities. As a culmination of the activities, an Arts Exhibition was held where students presented several productions related to the use of non-formal teaching spaces in the City of Belém/PA. The productions presented at the Arts Exhibition were also analyzed and, according to the results, point to a positive evaluation of the learning of the research subjects regarding the use of nonformal teaching spaces from play activities and teaching through of regional themes. The results point to a good understanding on the part of the research subjects on how to work the non-formal space and in non-formal space, but they have differences on how to work with non-formal teaching space. The considerations show that teaching through regional themes can be a great ally for the development of activities that are related to the use of non-formal teaching spaces, allowing an attempt to escape traditional practices both in the context of initial teacher training, and in Early Childhood Education.