Navegando por Assunto "Teachers"

Agora exibindo 1 - 7 de 7

Acesso aberto (Open Access)
Formação de professores no contexto de grupos de pesquisa da área ambiental: saberes ambientais e identidade docente
(Universidade Federal do Pará, 2022-10-05) SOUSA, Fernanda Rocha de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This study had the guide question “How do research groups with an emphasis on environmental issues contribute to the constitution of environmental knowledge, professional identity and teacher training in the Amazonian scenario of Pará?” and, to answer this question, it aimed to understand in which terms the research groups in the environmental area collaborate for the constitution of environmental knowledge, for the delineation of the professional identity and the teachers training, especially in the Amazonian scenario of Pará. The study was based in the discussion of the postmodernity crisis using the references of Boaventura de Sousa Santos and Leff to understand the importance of this discussion for the teacher’s training, as well as Ciampa and Dubar to analyse the professionals identities of the teachers. Therefore, it was a qualitative research that used as a data collection technique the semi-structured interview and the content analysis, proposed by Bardin, in the treatment and analysis of the data. This thesis presents data obtained from a field research carried out by the Research Group on the Environment (Grupema), from the University of the State of Pará (UEPA) and by the Research Group on Environmental Education in the Amazon (Geamaz). Six teachers linked to both groups were the informers of this investigation. The text is organized in the form of five articles that aims to understand the contributions of research groups to the proposed discussion. The research showed that Grupema and Geamaz constituted an important base in the teachers training and in the constitution of the professional identities of the interviewees, insofar as they contribute to the professional development of the interviewees in terms of scientific initiation, initiation to teaching, scientific production and research experience with traditional communities, and for the personal and professional trajectory of these subjects; also constituting a link between researchers and groups and communities outside the university. As a potential for future researchs, it is important to expand the view on this discussion in order to understand the place these groups occupy within the university and to look for new ways of analyzing the contribution of these spaces to the various areas of teacher training.
Acesso aberto (Open Access)
A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica
(Universidade Federal do Pará, 2024-11-04) GANTUSS, Sarah Costa; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.
Acesso aberto (Open Access)
Pedagogia da alternância na formação de professores extrativistas: uma experiência na terra do meio, em Altamira/PA
(Universidade Estadual do Tocantins, 2020) PARENTE, Francilene de Aguiar; LOPES, Raquel da Silva; MILÉO, Irlanda do Socorro de Oliveira
The work reflects on the pedagogical alternation in an experience of Formation of Extractive Teachers of Terra do Meio in Para state, which aimed to train educators to work in the schools of extractive reserves in that territory. Local geographic and socio-cultural specificities are elements of debate about the practices and reinterpretations of alternation in formations aimed at traditional peoples and communities. These differences in relation to the classic model of alternation pedagogy bring new meanings to the formation of teachers for diversity and project other views about schooling and its effects on the lives of these collectives, particularly with regard to inclusion, access to citizenship and the role school education in these specific contexts.
Acesso aberto (Open Access)
Perfil acadêmico-profissional de professores de pós-graduação stricto sensu em enfermagem: análise por subárea de conhecimento
(Universidade Federal do Pará, 2022-08-01) TRINDADE, Ricky Falcão Silva; VENDRUSCOLO, Carine; http://lattes.cnpq.br/2297459405565528; https://orcid.org/0000-0002-5163-4789; MENEGAZ, Jouhanna do Carmo; http://lattes.cnpq.br/2423764452219953; https://orcid.org/0000-0002-7655-9826
Introduction: The area of Nursing has eight suba-reas of knowledge: fundamental nursing; emerging, reemerging, and neglected disease nursing; adult and elderly health nursing; women's health nursing; child and adolescent health nursing; nursing in management and management; mental health nursing; Collective health nursing. It is suggested that each of the nursing subareas has well-defined and distinct characteristics for teaching and research, whether in the sources or in the production of knowledge. Objective: To analyze the academic-professional profile of professors of stricto sensu graduate programs in Nursing by subarea of knowledge, based on the concepts of asymmetry, cooperation, and social insertion. Method: This is a cross-sectional, documentary study with a quantitative approach, which was structured from the steps proposed by Gil (2022): a) formulation of the problem and objectives; b) identification of sources; c) location of sources and access to documents; d) evaluation of documents; e) selection and organization of information; f) analysis and interpretation of data; g) writing of the report[.] Data collection took place from March 2020 to December 2020, with the main data sources being: Plataforma Sucupira and Plataforma Lattes. Results: The sample focused on the subarea of nursing care for the health of adults and the elderly, suggesting that it is the priority focus for Nursing, while nursing care for emerging and reemerging diseases had an insignificant representation. It was identified that nursing professors predominantly perform the following activities: they teach classes at the undergraduate level (93.68%), at the graduate level (93.26%), they are journal reviewers (90.88%) and they are project coordinators of research (96.77%). The inequality in the distribution of graduate programs in nursing in Brazil is equally represented when looking at the place of training, at all levels, especially when comparing the Southeast and North regions. Except for coordinating extension and teaching projects, more than half of the teachers develop a set of activities that demand time, knowledge, management, and diverse knowledge. Final considerations: It was possible to carry out an evaluation of the nursing area, and it was possible to detect asymmetrical organization processes, mainly in the location of the programs and the number of professors, which are concentrated in the Southeast region, while the North and Midwest are passed over. In relation to the asymmetric process, the lack of doctoral courses in the North Region stands out, which seems to be hampered in several aspects, such as: distance from the training center of the area Southeast , low availability of resources and financing, evaluation metrics that do not match the Amazonian context. The study provides subsidies for a deep analysis of the state of the area in the observed period and it is believed that they are possible contributions to the refinement of evaluation metrics of funding agencies.
Acesso aberto (Open Access)
Representações de docentes sobre violência nas escolas: um estudo em uma escola ribeirinha
(Universidade Federal do Pará, 2016-06) LOBATO, Vívian da Silva
This research was guided by the objective of analyzing the conceptions of teachers about violence in school context. Data collection was performed in a riverine and quilombo School. A literature review was performed, followed by interviews with six (6) teachers in a State of Elementary School and Middle of the Municipality of Abaetetuba, State of Para. The interviewed teachers working in High School School André Santos. In order to preserve anonymity, attributed to fictitious names in the presentation and discussion of results. it was decided to group the data into categories of meaning, the end were listed nine (9) categories, namely: What teachers talk about violence, forms of violence manifest in school, violence considered the most serious, such as violence is crafted in the classroom, as teachers often act in the face of violence, training on school violence, violence in the teacher-student relationship, the infrastructure of the school X violence, consequences of violence for school. The theoretical framework used sat in the studies of the following researchers: Franco (2004), Charlot (2002), Fante (2005), Placco (2005), Kodato (2010) and Peter-Silva (2014). It was found the lack of teacher training to deal with violence, the strategic vacuum form working with this problem.
Acesso aberto (Open Access)
Satisfação no trabalho docente: uma análise a partir do modelo social cognitivo de satisfação no trabalho e da eficácia coletiva docente
(Universidade Federal do Rio Grande do Norte, 2016-06) RAMOS, Maély Ferreira Holanda; FERNANDEZ, Ana Patrícia de Oliveira; FURTADO, Karla Cristina Nina; RAMOS, Edson Marcos Leal Soares; SILVA, Simone Souza da Costa; PONTES, Fernando Augusto Ramos
The teacher job satisfaction: An analysis from the social cognitive model of job satisfaction and collective efficacy from teachers. Whereas job satisfaction is an aspect that has an effect on the motivational states of teachers, it is necessary to investigate its implications for teaching. Thus, this study aims to: identify factors related to job satisfaction based on the assessment of the dimensions of the Social Cognitive Model of Job Satisfaction (MSCST) and collective efficacy. For this, research was conducted on a sample of 495 teachers of private schools using mixed approach (quantitative and qualitative). Technical data analysis statistics were applied to the information collected concerning the total sample (495). The content analysis (qualitative approach) was applied at the open of 40 teachers from the sample answers. The results indicated that the efficacy beliefs (self-efficacy and collective efficacy) has no effect on satisfaction in teaching and other factors such as economic, may be more related to satisfaction.
Acesso aberto (Open Access)
A sociedade propagadora do ensino: o Lyceu de Artes e Ofícios Benjamin Constant e o Orphelinato Paraense (1891-1900)
(Universidade Federal do Pará, 2024-06-24) CARDOSO, Lucas Ayres; FARIAS, William Gaia; http://lattes.cnpq.br/2553754490715388
The objective of this research was to understand the role of the Sociedade Propagadora de Ensino, in the performance of schools; Lyceu de Artes e Ofícios Benjamin Constant and Orphelinato Paraense in the period from 1891 to 1900, where I investigated this activity of the Sociedade Propagadora de Ensino, created to develop a curriculum to improve public education and its training, where the same one that created the Lyceu of Arts and Crafts Benjamin Constant, an institution dedicated to training young workers in the Province of Pará. This association called Sociedade Propagadora de Ensino was founded by Lauro Nina Sodré, governor of the Province of Pará, an officer in the Brazilian Army, graduated in Military Engineering and Bachelor of Physical and Mathematical Sciences from the Military School of Praia Vermelha in Rio de Janeiro, in the final years of the Monarchy. Therefore, the Sociedade Propagadora de Ensino (SPE) implemented a training system through a curriculum, whose focus was the creation of a qualified workforce to eradicate illiteracy that persisted even with the advent of the Republic, and therefore, the objective of the SPE, was to implement a program that would supply and minimize the most humble and poor, and that would train these workers to be inserted in factories in the province of Pará. In this sense, the thesis seeks to understand the relevance of the types of training directed to these schools, analyzing the curricula, profiles and performance of teachers and students among other important issues for understanding the actions and proposals directed by the SPE. In order to answer these questions, the prosopographic method was used, based on the analysis and cross-referencing of information obtained from the researched documentation, such as, for example, rare works and periodicals from the collections of the Tancredo Neves Foundation, and of legislation, curricula and other documents from the collection of the Public Archive of the State of Pará, and rare works from the Central Library of the Federal University of Pará.