Navegando por Assunto "Supervised internship"

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CODIIN: Trilha de Aprendizagem para Estágio Supervisionado em Música
(Universidade Federal do Pará, 2023-05-30) LOBATO, Rafaelle do Nascimento Brabo; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
This work presents the results of an action-research developed within the scope of the Bachelor's Degree in Music at Instituto Estadual Carlos Gomes, where we work professionally as teachers. The general objective was to develop a Learning Path favorable to the elaboration of an Interpretive Didactic Concert in the discipline of Supervised Internship in Music of the IECG Bachelor's Course. The said Path, entitled CODIIN and available online on a website, systematizes and enhances the experience proposed and lived by us within the scope of the IECG, and may help other professors to propose and/or reconfigure Supervised Internship processes for future bachelors, inside and outside the context of the Institute. For the development of this research, we adhered to the perspective of action research (THIOLLENT, 2011; FRANCO, 2016; RAMOS & MATTAR, 2021) and its planning spiral steps. In the first stage, we carried out the identification and characterization of a problem, which appears in the reflection of the scenario of professional performance. The second stage consisted of planning an action/intervention in the IECG scenario, from which we planned and carried out the pilot experience, followed by the final evaluation by the participants. The third stage was focused on the conception and definition of the theoretical guidelines of the Learning Trail, resulting in the proposed final planning. In the fourth and last phase, of evaluation and reflection on the results, the evaluation was carried out involving five professional-researchers who work in the field of Music and Teaching, who evaluated through a questionnaire, regarding the objectives, contents, organization, functionality and structure of the site. In addition to responding to the instrument, the evaluators recorded recommendations in writing and orally. Among the results of this research, the following stand out: (i) creation, experimentation and evaluation of a proposal for a Learning Path in a real scenario of higher education in Music; (ii) presentation of an already validated proposal for a training course for the discipline of Supervised Internship at the IECG; (iii) availability of an open training proposal for Bachelor of Music students that encourages practical-reflective experiences on future professional performance; (iv) systematization and availability of practical experience in the development of an Interpretive Didactic Concert open to the community. In view of this, we believe that the CODIIN Learning Trail has potential and contributes to the formation of musicians, in addition to helping other teachers to streamline their training practices based on the proposed educational process.
Acesso aberto (Open Access)
Práticas investigativas na formação de futuros professores de matemática
(Universidade Federal do Pará, 2017-07-12) BACURY, Gerson Ribeiro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The experiences, that is, the reflections coming from the contact with the real context of the classroom, are essential in the process of becoming a teacher of Mathematics. In this perspective, it is necessary that the Supervised Internship discipline provides opportunities, establishing links between the theoretical knowledge acquired during the training process of the future Mathematics teacher and the reality of the Basic Education schools, consolidating the relations present in the teaching, in order to materialize them in mobilizing actions, in the classrooms. We consider the realization of Investigative Practices, constituted in the Group of Studies and Research of Investigative Practices in Mathematical Education (GEPIMat), and marked by the critical collaborative work as the catalyst for change and transformation in the teaching attitudes of the future teachers of Mathematics. From these, we seeked the understanding to answer the question that guided this research: What is (are) the relation (s) between Investigative Practices and the changes and transformations in the training of future Mathematics teachers? To do so, we aim to: Analyze the relationship between the introduction of Investigative Practice and the changes and transformations in the training of students of the degree course in Mathematics during the Supervised Internship. In this sense, we used the theoretical contributions, so we realized, first, the mapping in theses and dissertations that approach the Supervised Internship in the courses of Licenciatura in Mathematics; and then we turn to scientific articles from periodicals specialized in Mathematics Education. In this way, the investigation has developed in order to constitute an epistemic understanding about the Investigative Practices in Mathematical Education. The methodological path taken to meet our objective and, therefore, to answer the research question, was traced by the collaborative research, in the critical reflective perspective proposed by Ferreira (2012a) and Ibiapina (2008), together with eleven participants - academics regularly enrolled In the disciplines of Supervised Internship, of the Mathematics Degree course of the Federal University of Amazonas (UFAM). The results obtained in reflective sessions showed that it is only possible to configure the Supervised Internship as an agent that mobilizes change and transformation in the teaching attitudes of future Mathematics teachers, when it is carried out through the Investigative Practices in Mathematics Education, as the effective materialization of relation between theory and practice; as the mathematical content and the pedagogical action - so discussed in the academy - mediated by a group of studies and research, based on critical reflective collaborative work, integrating the coordinating teacher of the discipline, trainees and students from partner schools.
Acesso aberto (Open Access)
Reflexões e contribuições do estágio supervisionado no curso de licenciatura em química da UFPA
(Universidade Federal de Mato Grosso, 2020-08) JESUS, Hebert Heitor Silva de; TOLOSA, Francisco Everdosa; FERNANDES, Adriano Caldeira