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Navegando por Assunto "Teacher formation"

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    Engenharia didática reversa como um dispositivo de formação docente para a educação do campo
    (Universidade Federal do Pará, 2019-12-06) SILVA, Renata Lourinho da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
    This research proposes the reverse didactic engineering methodology as educational formation device for field education with purpose of building answers for the integration problems of knowledge discipline with field non knowledge discipline, under study course understanding and research as development methodology of didactic transposition processes and, in consequence, as ways provider of teacher formation under theory understanding of Yves Chevallard’s didactic transposition. The importance of relating the school timing with the community timing in an integrated way, it is also considered necessary and fundamental for the initial and continuous formation teachers courses for field education, by constituting one of the bases that stands field education, according to the Operational Guidelines for Basic Education in Field Schools (DEOBEC) when it emphasizes the difference of teaching for field education from other regular teachings. A research about the usage of "matapi" was accomplished involving teachers in continuous formation, two "matapi" producers from Pacuí de Cima community, in Cametá, besides the study and investigation directors. The reached results are exciting for the accomplishment of future researches, considering that they confirm the hypotheses for the case of the accomplished research because it shows that the school timing with the community timing unit in one, which is the study timing, by the integration of cultural knowledge, which as, knowledges discipline (mathematics, portuguese, geography, science, and others). All in knowledge reconstruction pointed out didactic transposition process, just as we contribute with the community sustainable development. Besides, the results indicate that the methodology of the reverse didactic engineering can also be used in all courses of teacher formation.
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    Formação docente para a inovação didática: tensões e possibilidades de uma experiência formativa
    (Universidade Federal do Pará, 2016-03-14) ABREU, Josyane Barros; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
    Motivated by concerns still awakened in my initial training, lean over me to investigate tensions and possibilities that emerge from a formative experience that proposes innovative, at the context of teachers initial preparation. Aim understanding tensions and possibilities correlated to didactic innovation. To do so, I bet on the proposal of the Three Pedagogic Moments believing that integrates complex thinking in the construction of scientific knowledge, contributing to a critical view of the student, then can be inserted into an innovative concept of education. To approach answers, I opted for qualitative research, setting up an action-research, in the context of Integrated Degree in Science Education, Mathematics and Languages of the Universidade Federal do Pará. As a "model" of formation, the Course has innovative features, which seeks to integrate the specific knowledge and pedagogics of the contents, valuing the complex thinking and reconnection of knowledge. The livings in that theme contributed to the understanding the tensions and possibilities related to teaching innovation. The initial stages of the research have established a very conflictive universe, to me and to the participating subjects. In the context, emerged tensions related to the difficulty of problematizate a subject – being a problem the problematization - resistance to abandon the traditional classes that both criticized and difficulties in overcoming the moorings of a punctual and purposive evaluation, limiting the closed exercise of memorization and fixation. Such difficulties are legacies of a minds colonization of a teacher formation still lived when students. However, these events constitute in an authentic problematization of formative experience, including the potential to overcome and break barriers so ingrained in us, teachers. Then, the "problem" mobilized by complex tensions and resistances, allowed a decolonization process in which the (re)construction of meanings related to the "know-how" and "how to be" teachers of subjects in training were building up.
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    Temas socioambientais na formação de professores de ciências naturais: a carta da terra como referência para reflexão e ação
    (Universidade Federal do Pará, 2016-04-20) FERREIRA, Darlene Teixeira; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
    With the configuration of the current socio-environmental scenario, education has been indicated in several official documents as one of the paths to the development of strategies that can contribute to the construction of sustainable societies. In this respect, the Earth Charter can be adopted as the guiding instrument for formative and educational actions that provide reflections and actions based on the principles of sustainability. Motivated by my personal and professional experiences, I have chosen to perform an action research with students of the graduation course in natural sciences, from the University Campus of Marajó- Breves, by the Universidade Federal do Pará, adopting as a starting point the following question: in what terms, the contact with the Earth Charter, during the initial formation, provides reflections on environmental themes and stimulates pedagogical actions linked to the introduction of these subjects in the teaching practice of the graduating student in supervised practice of regency? The objectives of this research action were promoting acquisition, expansion and deepening in environmental issues using the Earth Charter as a tool for reflection and action between undergraduates of natural sciences; identify how and in which contexts the environmental themes were inserted into the academic trajectory (Basic Education and the graduation journey) of undergraduates in natural sciences, emphasizing the approach of such subjects in the Educational Project of the degree in Natural Sciences; check the indicatives of acquisition, expansion and deepening of understanding about the environmental issues in the central principles and values presented in the Earth Charter, from a intervention highlighting the contributions of the same Charter to the incorporation of these topics in the teaching practice of undergraduates, during the stage of practice of regency and future intent of approach in their professional performance. The action research was based on the principles of qualitative paradigm and was developed with 11 students of the graduation course in natural sciences, from CUMB/UFPA. The collection instruments were: questionnaires, interviews, field diary, audio and video records of meetings, individual and collective productions. The analysis of the results allowed me to prepare and defend the thesis that the Earth Charter, when presented in the initial training of science teachers in an active teaching methodological context, contributes effectively to the contact, expansion and deepening of environmental knowledge, promoting the recognition of the importance of the articulation between such knowledge with the science content, especially in the thoughtfulness of the current socio-environmental crisis.
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