Navegando por Assunto "Professores - Ensino"

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Ana Maria Machado em sala de aula: leitura literária e formação do leitor
(Universidade Federal do Pará, 2015-08-30) VIANA, Maria Helena da Silva; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
This paper aims to present a methodological proposal to the reading of two works (Quem perde ganha e O Cavaleiro do Sonho: As aventuras e desventuras de Dom Quixote de La Mancha) by Brazilian writer Ana Maria Machado, intended for children and youth in order to encourage the literary literacy and the reader formation in a public school in the city of Ananindeua, in the state of Pará. It is considered, thus, the literary literacy as a right of all (Queirós, 2014) and the literary text being the core of the Portuguese discipline for being a manifestation of excellence of memory, of operation and creativity of Portuguese language (Silva, 1988). The literature teaching in public schools is target of criticism and has contributed timidly to form proficient readers, since the schooling process has occurred inappropriately and the teacher‟s challenge is to find the balance between the interests of personal enjoyment and the needs of literary schooling (Cosson, 2014). It is necessary, therefore, to rethink the problem so that the literacy text is not just nomenclatures object, grammatical banalities and superficial analysis (Smith, 2011), but an instrument that can raise reflections and relevant contribution to the lives of students. This paper is organized in three chapters: the first discusses the teaching of literature and the reader formation, the second deals with the literary universe of Ana Maria Machado and the third brings a proposal of pedagogic intervention. It is intended, this way, that the school promotes the insertion of children and youth literature and of the classical in their daily lives in order to contribute so that the reading of literary text be a meaningful and pleasurable activity for elementary school students and, thus, encourage the reader formation in public schools.
Acesso aberto (Open Access)
Gênese e materialidade da noção de competências na prática pedagógica de professores de uma escola de ensino médio em Macapá/AP
(Universidade Federal do Pará, 2015-05-28) ALVES, João Paulo da Conceição; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
It treats of the influences which the Pedagogy of Competences still carries on the pedagogical practices of teachers from a senior high school in Amapá state. We did a case study in which the participants were 08 (eight) senior high school teachers, the data collection instrument was a semi-structured interview and the content analysis was the technique used for data analysis. The hypothesis that we brought was that the notion of the competences remain as an ideology that influences the pedagogic practice of the school teachers. We characterized the pedagogical practices of the school teachers from four categories of the didactic process: the educational planning, teaching objectives, teaching content and the teaching methods. From the same we identified that the planning considers the flexibility as reference and idea considers the teaching contents as a central element, in the definition of its purposes the teachers experience the dilemma to form to the market or to form to study in a university, it considers ENEM (national exam of high school) as a great reference for the formative processes that teachers assume the training contents, even from the perspective of subjecting and teaching procedures reveal a disconnect between content and form, although the teachers compromise to the idea of pedagogical innovation. We concluded that there is no direct relationship between teaching practices and pedagogy of competences, but from this case prevails a pragmatic ideas as a logical guide for teaching practices.