Navegando por Assunto "Practice"

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Acesso aberto (Open Access)
Concepções de matemática e se seu ensino: experiências e reflexões de professores formadores de professores em um curso de licenciatura de proposta integrada e interdisciplinar
(Universidade Federal do Pará, 2018-05-02) MATOS, Mônica Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
In this research, we aim to understand the relations of direction and meaning between conceptions of Mathematics and teaching of Mathematics manifested by teachers that train others teachers, involved in an interdisciplinary proposal to train future teachers for the initial years of Elementary Education and Youth and Adult Education, as they reflect on their training, research and teaching practices. We built the question that orientates the investigation: In what terms, teacher-training teachers, involved in an integrated and interdisciplinary training proposal, express conceptions about Mathematics and its teaching, when reporting on their training experiences and when performing their teaching practices? The trajectory we followed was oriented from the qualitative research, whose option was by a collective study of cases in a theoretical multirefencial approach. We selected 05 (five) teacher-training teachers who teach in a degree course offered by the Institute of Mathematical and Scientific Education, belonging to the Federal University of Pará, whose beginning of the teaching activities occurred in 2010, characterizing itself as a new and unique course in Brazil, of an interdisciplinary proposal and integrated in the training of teachers for the initial educational years and Youth and Adult Education, denominated Integrated Degree in Education in Sciences, Mathematics and Languages. The instruments used to collect the information were: interviews, video recordings of classes and theses and / or dissertations written by the participants of this research. For an analysis of the information, we used Textual Discursive and chose to execute a mixed categorization. Practices and the reports of the teacher-training teachers configure as important elements to understand their conceptions of Mathematics and its teaching, as well as these conceptions are related with new pedagogical modes of action. The manifested conceptions are relative to Mathematics as a knowledge of human construction and, therefore, changeable and fallible. As for teaching, they show that for teaching, knowledge of Mathematics content is indispensable, and articulation with others areas of knowledge can be possible through dialogue, partnership and collaboration. Teachers give indications on which they move in the direction of changes of conceptions and practices, demonstrating that they are in the process of constructing the understanding of the proposal of the Integrated Licentiate course, in terms of the development of interdisciplinary practices and the restlessness that moves them to beyond the boundaries of its field of knowledge. Thus, indicating that they are in the process of overcoming the paradigms from which they were formed.
Acesso aberto (Open Access)
Pedagogia em ambiente não-escolar: atuação do pedagogo no Tribunal de Justiça do Pará
(Universidade Federal do Pará, 2013-09) SILVA, Gilmar Pereira da; FREITAS, Riane Conceição Ferreira
This work is part of the research “The regulation of the pedagogy course and the work of pedagogues in the judiciary” and refers to the longing in focusing on recent theoretical constructions in the area of research in education in which the exercise of professional educator goes beyond the bonds of teaching and the resources of the enterprises or shares included in projects and programs, often with arrangements for formative nature, leisure and recreation. The brief remarks about the public education policies that regulate pedagogy courses and the consequent formation of institutions of higher education seek to establish a discussion about the transformations in work involving the pedagogy professional, focusing on the work of pedagogues in the Judiciary. We assume dialectical materialism as the main reference for our research and utilize the procedures typical of qualitative research.