Navegando por Assunto "Pesquisa Narrativa"

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Autoformação em contexto entre iguais: reconfigurando a ação docente para a educação ambiental crítica
(Universidade Federal do Pará, 2018-08-17) NASCIMENTO, Maurenn Cristianne Araújo; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research-training, of a qualitative nature, in the narrative modality, which seeks to investigate what terms I and three other teachers participating in the research , in context self-learning between water is re )means we knowledge and knowledge in the field of Natural Sciences and Environmental Education in the reference school in environmental education, in which we work. We use various tools such as questionnaires, diary, memorials reflective, photographic and audiovisual records, observations and audios made in pedagogical meeting, p roduções writings of the teachers participating in the research, d official ocuments as PPP (Political Pedagogical Project) school and observation participant. The results of this research, analyzed through the Discursive Textual Analysis, do not bring them the understanding that our experiences of self - formation lived through it, led us to see and experience the continuous formation as a project of sense elaboration, where the teachers could exercise greater autonomy and responsibility in relation to their own formation, in addition to acquiring in this process a greater awareness of their teaching work. Based on this research, we have sought to begin a process of systematization of a proposal of continuous training of our own, based on our demands and aspirations as teachers, which brings us new perspectives in accomplishing a more effective environmental education capable of contributing to the formation citizen we so long for, given the importance of processes of self - formation and the strengthening of communities of formative practice in school. Regarding the scope of our actions in relation to Environmental Education carried out in the school, although the manifestations of the research subjects indicate a dissatisfaction with our results, I can understand today, after the development of this research, that we do yes, Environmental Education in several | and our educational activities in this context have a very relevant value in our localities and in our Amazon region, even with all the challenges and with all the scrapping process that our school has been going through during these 22 years of existence. islands where it is located. We leave as a recommendation that we make a reorientation in the school regarding its main educational processes, favoring a greater integration between the subjects that carry out education, in order to develop an Environmental education capable of promoting more consistent socio-environmental changes. I also point out that science subjects can be the central axis of literacy in the mother tongue in our school, through socio-scientific themes , because children are usually curious and show an interest in things of nature. Asking questions in class and working for answers would be an important strategy for the scientific initiation of children in the initial school years, and the pedagogical work centered on subjects of the students' daily life is fundamental for us to more effectively fulfill our objectives regarding environmental education critical and citizen, bringing school education closer to scientific knowledge, due to the greater possibility of problematization from these significant themes. More than centering the teaching in these subjects it is necessary to adopt the scientific research as guiding of the pedagogical practice from such subjects.
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/0000-0001-7910-1602
In 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.
Acesso aberto (Open Access)
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.