Navegando por Assunto "Teaching knowledge"

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Conhecimento docente em ação e o uso de tecnologias digitais no ensino da matemática nos anos iniciais
(Universidade Federal do Pará, 2021-01-19) CONCEIÇÃO, Elenice Rosário da; DIAS, Josete Leal; http://lattes.cnpq.br/7421413158533807; https://orcid.org/ 0000-0001-9246-3229
This dissertation is guided by the qualitative approach, based on Action Research according to Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of science and mathematics in the Graduate Program in Teaching in Science and Mathematics Education. Among other objectives, it aims to verify knowledge in action of teachers who teach mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught the fourth year of basic education, taking the mathematics classes of the early years as the object of observation. The research took place in the midst of teacher training with the use of digital technology for teaching. The questionnaire and audio recordings of tasks were used as data collection instruments, which were later transcribed. As material for analysis, I highlight the information from the questionnaire and the data treated from two tasks planned and developed with three classes of the fourth year of Elementary School, in a public school in Belém do Pará, with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical and Technological). The results obtained demonstrate the relevance of discussing and thinking about the use of Digital Information and Communication Technologies, in view of the technology, pedagogy and content triad, especially regarding Google tools, mobilizing and explaining knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by the teacher in view of the use of technological tools. In view of the above, I propose the E-book "TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to access a process of experiences and tools for teaching with Technologies. Therefore, the research presents itself as relevant, considering the social moment experienced by the covid-19 pandemic, in which the need to use digital technologies became more evident, especially in the educational sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and the teaching-learning process, especially in mathematics.
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A construção de saberes docentes no desenvolvimento de práticas investigativas
(Universidade Federal do Pará, 2017-03-13) PAIXÃO, Luciana Aguiar Silva; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This research was to investigate the teaching knowledge of science teachers, with the objective of answer the following question: Which teaching knowledge are produced in the development of an investigative practice? I take the qualitative research. Four teachers were identified, who developed investigative practices in their teaching. Their actions were carried out in different locations in Brazil State of Para: Abaetetuba, Inhangapi and Islands Region. These subjects were interviewed and explained how the experience. The data produced were analyzed based on the guidelines of textual and discursive analysis. In this way, it was possible to identify the knowledge produced. I organized the analysis process into five axes, to know the subjects in different aspects, in particular their knowledge. The Knowledge produced, from investigative practice, was constituted through the relationship with the students, with school and community, however, moved by a particular history of formation and life history, besides the desire to provide to students that which, in the view of the subjects, was denied them in their schooling process. I demonstrate teacher knowledge built from experiences with the investigative practices experienced in the course of basic schooling, as students, during the initial formation and in the exercise of the profession. These knowledges express understandings about science, subject formation and the teaching and learning process. This study showed that the development of investigative practices potentiates the construction of knowledge, showing itself as an important tool for the training of science teachers.
Acesso aberto (Open Access)
Família negra como resistência: o uso de fontes em sala de aula para um ensino de História antirracista
(Universidade Federal do Pará, 2023-01-20) SOZINHO, Henrique Magno; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
Starting from the hypothesis that the school is a propitious space to question the racial discrimination present in our society, this work discusses the black family in the transition from the 19th to the 20th century as a mediating theme for promoting debates on ethnic-racial issues with the students from the 9th grade classes at the school “Centro Educacional Mosaico”, located in Belém, Pará, Brazil. When reflecting on the knowledge that I have mobilized to deal with sensitive issues such as racism throughout my professional career, I relate the concepts “teaching knowledge” and “epistemology of professional practice” by Maurice Tardif (2014) with the intention of promoting teaching of anti-racist history. I seek in the national debate on slavery and post-abolition to find references for the study of the black family through the perspective that interprets enslaved, freed and free as subjects, the result of approaches based on renewed sources and documentary research, which show the relative autonomy of Africans (and their descendants), and the advances in the fight for an Afro-Brazilian history, through Law 10.639/03, which made the study of African History mandatory in the Basic Education school curriculum. I propose the use of iconographic historical sources (photographs and paintings), through a digital themed black family album, as the final purposeful dimension of this work, containing images that portray the daily life of black people in the Amazon and in other regions of the country in different situations: urban work, family moments, clothes used, body adornments, as well as their expressions and postures that give us clues that help us to reveal their identities, family life and possible similarities with black families in contemporary times. I note the positive results when using the album as a pedagogical tool to present students with a vision of the black person as a historical subject, permeating the study of black slavery and post-abolition in Brazil through paths that make learning more productive and challenging. I conclude that working with iconographic sources in the teaching process provides a privileged space for the production of school historical knowledge, as well as promoting reflections and debates on ethnic-racial issues with students in the Final Years of Elementary School.
Acesso aberto (Open Access)
Letramento científico e habilidades didáticas em produções escritas de professores de ciências
(Universidade Federal do Pará, 2022-04-26) GOMES, Ana Silvia Alves; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This research aimed to identify, describe, and point out possible correlations between levels of scientific literacy and teaching skills of elementary school teachers. This is exploratory qualitative-quantitative research, where the MAXQDA 2020 and JAMOVI 2.2.5 software were used to produce content analysis and descriptive statistics of collected data, together with a group of 18 (eighteen) teachers from basic education, freshmen of a stricto sensu postgraduate course, who voluntarily answered questions from the so-called Scientific Literacy Skills Test (TOSLS) and prepared, in writing, proposals for didactic sequences. To analyze these proposals, a Didactic Skills Analysis Protocol (PAHD) was created, whose analysis categories were inspired by the ideas of contemporary constructivist authors. The analysis of the results of the categorization of didactic skills evidence showed that the participants presented, on average, half of the didactic skills of a constructivist nature proposed in the PAHD. On average, participants in this study also did not perform well on the TOSLS. The data obtained were not sufficient to support the hypothesis of correlation between Scientific Literacy and Teaching Skills. However, it is not possible to rule out the possibility of observing the occurrence of statistically significant correlations between such abilities in sufficiently larger and more diversified samples. The results suggest that, if one is interested in implementing curricular guidelines and teaching-learning-assessment strategies of a constructivist nature in schools, it is necessary to increase teacher training programs with objectives, themes and teaching strategies focused on skills that had a low incidence. in this study, since, as discussed in the text, all of them are essential for planning and conducting classes of a constructivist nature and important for the professional development of teachers. Although there is still much to be explored on the issue of didactic skills, the scope of this thesis, and particularly the PAHD, had great potential as an instrument for research and professional development. Despite the limitations pointed out, the results and scope of this thesis constitute an important reference both for future research and for eventual reformulations in science teacher training programs, in view of the empirical results, the theoretical discussions and the methodological ideas it contains.
Acesso aberto (Open Access)
Transformação de licenciandos em educadores químicos: traços do conviver e praticar a docência durante a formação inicial no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2021-08-05) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This research deals with knowledge and initial training of chemical educators, training, built through real situations of anticipated practice assisted in partnership in the space at the Science Club of UFPA. The general objective of this thesis is: to understand the knowledge expressed/manifested by Chemistry teachers from the Science Club, when developing Chemistry classes in basic education and talking about their training and teaching, in line with contemporary requirements, and as specific objectives: i ) identify training experiences evidenced by professors from CCIUFPA, when talking about their training and teaching; ii) identify and understand teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators, which show that they originated from formative experiences lived in the Science Club; iii) identify, in order to understand, teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators when developing chemistry classes; and iv) understand in what terms the teaching knowledge expressed, moved and elaborated by Chemistry professors who graduated from the UFPA Science Club relate to the knowledge of teachers in/for contemporaneity. Four chemistry professors from CCIUFPA who, at the present time, work in public schools participated in the research. The stay in the field with the research collaborators lasted two years, between comings and goings, for the construction of field texts; over these years, they told me about their training and teaching in invitations to speak that I addressed to them. I also recorded the teachers' chemistry classes, as well as the construction of my logbook, and both were also the field texts for the research, which I analyzed through discursive textual analysis. I defend the thesis that advance practices to teaching, in the initial training of Chemistry teachers, characterized by pedagogical and training work in assisted collaborative groups and in partnerships, of an interdisciplinary, investigative and reflexive nature, constitute training strategies for chemical educators, which remains in continuous training and conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship, in order to educate in/for contemporaneity. This thesis is defended in this research text, metaphorically constructed as a reaction of (trans)formation of undergraduates into chemical educators, generically + CB. I assume this construction with the support of qualitative research, in the narrative modality, in which the AB and CD reagents are respectively the practices of the Science Club of the Federal University of Pará (institutional space that promotes the initial training of teachers and the scientific initiation of children and adolescents in basic education students), and the Licentiate Degree in Chemistry. From immersion in field texts, I built two products of the (trans)formation reaction in chemical educators, AD - CHEMICAL COMPOSITION OF THE PRODUCT - EXPERIENCE: moving knowledge, in which I identify formative experiences and mobilized knowledge, which started through formative experiences experienced at CCIUFPA, and CB - STRUCTURE OF SUBSTANCE - SIGNIFICANCE OF CHEMISTRY IN SOCIETY: knowledge manifested, developed and mobilized to teach chemical knowledge, in which I identify knowledge manifested, developed and mobilized, in chemistry classes and those related to knowledge in /for contemporaneity. The two emerging products allowed me to highlight the training strategies of chemical educators described in the thesis and prove that these strategies allow the formation of an educator who conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship.