Navegando por Assunto "Pedagogical practice"

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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/0000-0002-5391-0097
The 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.
Acesso aberto (Open Access)
Sobre a escrita da vida: deslocamentos entre currículo, formação e prática pedagógica
(Universidade Federal do Pará, 2017-11-08) MARTINS, MarÍlia Frade; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
This dissertation answers to the purpose of describing the force of the discourse and the effects produced in the teacher's modes of thinking. This paper carries questions that make appear the identity of the integrating teacher, produced in the Integrated Degree in Education, Science, Mathematics and Languages of the Federal University of Pará. The materiality of the discourse that it is necessary to overcome the economic inefficiency through scientific education and do things differently marks the ways of the integrating teacher to think the three central themes of this research: curriculum, teacher training and pedagogical practice. From the effects produced, an inventive writing aboutother ways of thinking and writing pedagogical training and practice is created. The methodology corresponds to a mix of Michel Foucault's discourse analysis, the writings of Jorge Larrosa about experience, and the biographical treatment of Roland Barthes. Although education serves asaninstrument/product of the economic and scientific discursive order, it is possible to create spaces of resistance and deviation in the current normalizations.