Navegando por Assunto "Saberes científicos"

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Caminhando entre saberes docentes na ilha de fora: a tradição, o científico e a experiência
(Universidade Federal do Pará, 2021-05-21) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a research-training, of a qualitative nature, in which I work on continuing education in a socio-biodiverse context, in the locality called Ilha de Fora, located in the municipality of Curuçá. My goal was to build, based on non-formal teaching spaces, a dialogue between the scientific knowledge of tradition and experience. So, who accompanies me in this research are three teachers from the initial years of Basic Education who were born and work in the place where the research took place. I highlight these two criteria for the interlocutor’s selection: origin and performance in their respective communities because they understand that these two points are fundamental for these teachers to know their community, in its various aspects (social, economic, cultural, educational, among others) and act as teachers in their communities, because they, in my view, will have more facility to connect the knowledge that I seek in this research. In order to carry out this research I appropriated the (self)biographical narrative and developed a training design through research-training by using field texts such as: semi-structured interview (audio-recorded); audio recordings of teachers’ narratives during science classes in non-formal (individual and collective) spaces, field diary (researcher and teachers’), in addition to my interventions, which I call continued Education among knowledge: tradition, science and experience. In possession of the transcripts of the audios and the interview, I construct my three axes of analysis called, i) “Walking with... Being reflective to become aware of the Science teaching I do in Ilha de Fora”. ii) “Walking through... Science teaching practices in non-formal spaces, spotting new practices, connecting new knowledge” and iii) “Walking towards... A formation in the non-formal space in which there is symbiosis between scientific knowledge, tradition and experience”. Through this weaving I glimpse formative points that enable science classes in unique non-formal teaching spaces. They are: “training for complementarity: science classes in non-formal spaces in symbiosis” and “Interdisciplinary collaborative learning”. I also bring, at the end of this text, a product built from this thesis, this product comes with the aim of offering teachers and future teachers a guide for their pedagogical practices in non-formal teaching spaces in which the knowledge of tradition, scientific and experience complement each other.
Acesso aberto (Open Access)
Saberes docentes de professoras alfabetizadoras expressos em contexto de formação continuada centrada na escola
(Universidade Federal do Pará, 2018-12-04) BARROS, Maricilda Nazaré Raposo de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a qualitative research, in the narrative approach, where I investigate the continuing education of teachers who work in the initial school years of Elementary School, with systematic monitoring in the ambit of the Municipal Education Department of Belém. I persecute respond the following research question: in what terms, teachers, in the process of continuous training in teaching, manifest scientific and pedagogical knowledge of content, develop reflection on the practice itself and mobilize other / new knowledge for the practice of the initial school years? Seven literacy teachers collaborated in the research. The research tools used were audio and video recordings, photos, texts, tickets and written productions made during the meetings and semi-structured consultations and interviews, which were transcribed and analyzed in order to answer the research question. The teachers go through a process of articulation between social practices and more elaborated knowledge from a scientific point of view. I emphasize the pedagogical practice those teachers in search of science teaching linked to the daily life of children, reading this daily routine and the presentation of scientific language that is incorporated into the lives of students. The experience of being welcomed and oriented in the school environment, through the interaction between the peers, is expressed by the collaborators as a teacher’s trainer. They show the value of planning in a collective way in the school environment. The formative experience built in the group brings themes emerging from the context, passing the teachers to seek subsidies that socialize in the group. These relationships established in formative processes, strengthen new / other training practices in formal educational spaces, mobilize scientific and pedagogical knowledge of content and enable the formation of the teaching profession, with professional autonomy in a progressive way, and allowing feedback to the continuous cycle of teacher training , (re) constructing new / other knowledge, using hybrid ways of dealing with students, with school subjects and personal conflicts and everyday challenges. The research identifies the commitment of the teachers, pointing out issues that need to be assumed by the networks of education in the various spheres of power. These are issues that need to deal with a range of demands ranging from extending the time of study and preparation of the teaching practice, to the financial / pedagogical autonomy of the schools and guaranteeing the continuing education centered in the school from the local formative experiences of the group teacher.