Navegando por Assunto "Self-training"

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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.
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Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação
(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.
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Processos de (auto)formação para o ensino de ciências nos anos finais do ensino fundamental: experiência de uma professora formadora
(Universidade Federal do Pará, 2023-05-11) MORAES, Ivone Nazaré Monteiro de; PESSOA, Wilton Rabelo; https://lattes.cnpq.br/0244057330247829; htps://orcid.org/0000-0002-9966-9585
Tache training is a crucial theme for the quality of education, since its initial training that should be based on the acquisition of a solid base of theoretical and practical knowledge, and its continuing education that has a fundamental role so that the teacher can update and improve constantly. This work presents an investigation that took place through a research-training in a municipal school with seven (07) science teachers of final years, over two months through meetings of (self)formation with the use of narratives as a training process, as one of their characteristics they make use of reports of lived teaching experiences that carry with them meanings and relevant learning, because they present a fundamental role for the construction of knowledge and because they allow the self-reflection of practices and experiences for the construction of new knowledge and contribute to a more collective formation, their aspects will be presented during the. But, collectively, its aspects will be presented during the (self- )formation process and the realization of how they can contribute to the recent training of science teachers in the final years. The profile of the self-forming meetings or knowleding, the construction of a group of teachers with a guiding question, the formative aspects emerging from the analysis of the texts produced in (self-)formation, and the reflective report of the trainer are presented in detail. From this (self-)formation process, an educational product (PE) was created in the form of a formative itinerary for science teachers in the final years, which will serve as a formative model, allowing those who have access to it to apply and adapt it for reproduction in a school environment or wherever necessary
Acesso aberto (Open Access)
Uma professora em autoformação: episódios de ensino e aprendizagem no clube de ciências da UFPA
(Universidade Federal do Pará, 2022-08-12) LIMA, Silvana Ferreira; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0003-1953-7978
My objective in this research is to understand in what terms formative experiences in the Science Club of UFPA-CCIUFPA contribute to the teachers' self-training and contribute to the constitution of scientific and interdisciplinary knowledge of a teacher in formation. In this dissertation, I share my first experiences as a teacher in the Marajó archipelago until my arrival at the Science Club at UFPA. I discuss the importance of interdisciplinarity in science classes and teacher self-training as a process of identity construction, reflecting on learning to teach in this space of science education. I assume a narrative and autobiographical research, qualitative in nature, organizing my teaching practice through narrative thematic episodes, in dialogue with the pertinent literature. The research was carried out at Clube de Ciências da UFPA (CCIUFPA), located at the Instituto de Educação Matemática e Científica (IEMCI) at the Universidade Federal do Pará, campus-I, Guamá, with children from the 4th year of elementary school, whose teaching was done by an interdisciplinary team of trainees from the following graduations: Biology, Chemistry, Geography and Pedagogy. The thematic Episode I focuses on deforestation and burning in the Amazon; Episode II, on teaching Physics through playfulness and Episode III is about my experiences in two internal events of the CCIUFPA (EXPOCCIUFPA) and the external event Ciência na Ilha. Of the teaching learning that I built during this self-formative journey, which provided me with professional growth and development of intimacy with science teaching. I am making available to my colleagues the Educational Product that I produced as a result of my experience at the CCIUFPA. It is an e-book, in which I present proposals of investigative and interdisciplinary activities focused on Science teaching for teachers who work in basic education, both in formal and non-formal education spaces.