Navegando por Assunto "Práticas de ensino"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Alfabetização cultural Ka’apor: etnomatemática nas práticas de cestarias e grafismo corporal
(Universidade Federal do Pará, 2023-11-06) BARROS, Estelita Araújo; LIMA, Aline da Silva; http://lattes.cnpq.br/0664954001664179; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research reports work experiences in indigenous School Education, with teaching practices focused on themes, which, based on the cultural knowledge and actions of Ka’apor students, address how these are related or not to the National Common Curricular Base - BNCC. The aim is to reflect on how to work with these contexts in school spaces, in a way that can serve as a reference for other professionals and provide guidance on an intercultural and interdisciplinary teaching and learning proposal that contributes to the process of teaching and learning mathematics in order to visualize the importance of cultural elements such as: making wasahã (bread pan), ka'apor body graphics, among others culminating in the creation of an educational product entitled “Ka’a ro hehe ukwaha ke” Knowledge Notebook: Ethnomathematic Literacy in the Ka’apor Culture. To this end, the contents of mathematics stand out: geometric figures, counting and length measurement, with the purpose of valuing the knowledge and practices of the community in dialogue with mathematical knowledge, which through methods of ethnographic research, bibliographical research and the experiences lived through participant observation with the Ka'apor students, point us to methodological paths for developing materials aimed at differentiated teaching practices, as possibilities in adding and valuing the forms of subsistence and survival of the Ka'apor people.
Acesso aberto (Open Access)
Metodologias ativas em contexto universitário: desenvolvimento de um curso de capacitação voltado para docentes do ensino superior
(Universidade Federal do Pará, 2021-06-24) LEAL, Djanira de Oliveira; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This research aimed to develop a training course in active methodologies for teachers at the Federal Rural University of the Amazon (UFRA). The course, entitled Active methodologies for university contexts, corresponds to the educational product conceived during the research and had as its final object the creation of a Pedagogical Design (PD) covering its entire structure. Through this training, we sought to promote mainly the use of teaching strategies based on the principles of active methodologies. The initial stage of the study comprised a diagnosis of the locus of research, which made it possible to identify the characteristics of the institution and its teaching-learning policy in order to adapt the training to the institutional context. In addition, it was possible to draw a profile of the teaching methodologies available at the University, considering the students' point of view and expectations regarding teaching practices developed at the institution. The diagnosis made at UFRA showed the existence of an institutional environment favorable to the implementation of this type of training. The results obtained from this study also enabled the identification and training of a team of professors from the University, who already used activities based on active methods in their classes, which resulted in the invitation to participate in an action research focused on supporting the preparation of the PD of the course. The product testing stage involved conducting a pilot experiment, that is, the first course offering at the institution. The analysis of this experience recommends that the development of this type of training can contribute to help teachers better understand the concept of active methodologies and improve the process of planning and using active methods in their classes. The data collected in the product testing also provided subsidies for the improvement of the training proposal. Considering the germination characteristic of the product, it can be inferred that, with the necessary adaptations, the course can be applied in other training contexts that have similar objectives.
Acesso aberto (Open Access)
Práticas avaliativas no contexto dos anos iniciais: acontecimentos, circunstâncias e significados para refletir sobre a própria prática
(Universidade Federal do Pará, 2016-11-07) SANTOS, Noemia das Graças Rodrigues dos; DIAS, Josete Leal; http://lattes.cnpq.br/742141315853380; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This research refers to my personal experience and practical evaluation developed through my work as Pedagogic Coordinator acting as Teacher’s Tutor and Assessor for students on a set of private schools. This research was conceived from memory episodes with the theme evaluation, which has been building me up as a professional. I make use, by saying such, of my own life story, seeking to analyze my path of professional development as Formation Teacher and the lived experiences on the different moments of this path. Those which are organized on eight distinct narrative episodes, each one related with all the others, hence all of them has as main theme the Diagnostic Evaluation made on the students. These episodes clarify their meaningful contributions to my acting as Students Evaluator because each one of those made it possible to come up with unique learnings, that are connected and also foresee the lived past with a view of the present that is contemplative and solidified by the nowadays theorist epistemological experiences. It helped me to understand how my professional development took place. Two moments constitute as investigational systematics where things started to take shape: 1) Important memories of themed history that occurred on my professional walk on Pedagogical Coordination; 2) How we describe those moments and how we would explain in theory its influence on our professional development? This investigation is established as a qualitative research, on the case study modality for considering that it consists on going deeper on an individual subject. It states to answer questions whether the researcher has or not control over the studied phenomena. I take as empirical material the written records of real situations, on a narrative form, occurred on my professional acting that has the theme evaluation. The analysis is structured by content analysis of the spoken reports of teachers that lived those episodes with me, producing new meanings, if compared to situations from the present date. The results of this investigation reveals researching about the very own practical shape in a reflexive matter gives us back positive results for a practical study form. The theory foundation for this research has authors that studied the evaluation on the different aspects but above all on the formation. However, I do understand that research doesn’t portrays only the moments I have lived but also on the doings that got shaped through this extended living formation.
Acesso aberto (Open Access)
As práticas de ensino na formação do trabalhador docente no curso de pedagogia do PARFOR na Universidade Federal do Tocantins-Campus Araguaína
(Universidade Federal do Pará, 2018-02-26) ALMEIDA, Cristiane Silva de; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
The main objective of the present study is to analyze from the look of the graduating teachers in the PARFOR Pedagogy Course at UFT, Campus/Araguaína, Tocantins, if the teaching practices of professors in the course have articulated the experiential knowledge of social life and teaching work of students with academic training. We start from the hypothesis of the educational practices developed in the PARFOR Pedagogy course, campus Araguaína, have been carried out in a way that is disconnected from the reality of the students, as well as from pedagogical mechanisms and attitudes that makes learning difficult at times of formation. The qualitative research was based on the Case Study, using bibliographical review, documentary analysis and empirical research. To obtain the data we used as collection techniques and the semi-structured interview. Based on the data obtained, we organized our analyzes in five categories that identify the educational practices in the PARFOR Pedagogy Course in Araguaína, nominated: affection; relationship between knowledge; teaching methodologies, teacher/student relationship, training as a political act. From these, we have identified that the educational practices carried out by some of the teachers who form the PARFOR Pedagogy Course in the Campus of Araguaína have not favored the process of the academic formation of the students, considering a set of factors, both of a macrostructural and related the logic of organization and materialization of PARFOR teachers education policy, as well as microstructural factors, related to the development of educational practices that do not add the knowledge and experiences of these workers to the academic/scientific knowledge to contribute to the construction of a wide and humane education, capable of favoring the quality of Brazilian public basic education, as provided in the official document of the plan. The analyzes also showed that the quality of training of PARFOR teaching staff can not be attributed only to the teaching practices of teacher’s trainers, since other macrostructural factors interfere directly in the development of the same.
Acesso aberto (Open Access)
As práticas pedagógicas do educador do campo do território bragantino: um diálogo com os saberes e fazeres cotidianos do educando
(Universidade Federal do Pará, 2017-02-20) CASTRO, Ana Cláudia Ribeiro de; CORDEIRO, Georgina Negrão Kalife; http://lattes.cnpq.br/1399644816577073
The research presented here investigates the Pedagogical Practices of rural Educators of the Bragantina - PA area, graduated from the Field Education Degree Course, offered by the Institute of Education, Sciences and Technology - IFPA, Bragança campus, from 2009 to 2012.The study was carried out with seven educators working in rural schools, before and after training in the LEdoC Course.The methodological paths are based on theoretical paradigms that use qualitative research methods and strategies in the conception of Lukde and André (2015), Godoy (1995), Minayo (2003) and Esteban (2003). Data were collected through instruments such as: Narrative Interview, Observation of Pedagogical Practices in the educational spaces and documents provided by the educators and rural schools. Theoretical and discursive construction is supported by the following authors: ARROYO (2001, 2004, 2007, 2014), ANTUNES-ROCHA (2010, 2011), CALDART (2004,2009, 2010, 2011), FERNANDES , Freire (1992, 2003, 2009), GHENDIN (2012), HAGE (2005,2008, 2009, 2011, 2014, 2015), MOLINA (2003, 2004, 2011, 2012, 2013,2014, 2015), SOUZA ), FRIGOTTO (2008, 2010) and GADOTTI (1991, 1999, 2010) among others that bring to the discussion of rural Education. The findings are directed to two analytical constructions: The Cultural Territory of the teaching subject and its Influence in the construction of the identity of rural Educator of the zone Bragantina and The Pedagogical Practices of the Educators of the Bragantina rural zone. The data revealed that these educators built their identities formed within their individual experiences in the contexts of their cultural territories which also provided them with a class identity. And its Actions / Pedagogical Practices are aimed at enhancing the culture and preserving the identity of the learner as they dialogue with their everyday knowledge and realities of their living territories, the countryside.