Navegando por Assunto "Teaching with research"

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Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente
(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.
Acesso aberto (Open Access)
Interações ecológicas por meio da literatura infantil: formação continuada assistida em parceira na perspectiva do letramento
(Universidade Federal do Pará, 2019-05-22) MOREIRA, Andreza de Sousa; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a qualitative research in the narrative modality, that investigates a proposal of continued assisted training in partnership constituted by me (Trainer Teacher) and a teacher of the 3rd Year of Primary Education, which showed interest in investing research on her own practice to elaborate knowledge in scope of Natural Sciences and Mother Language through interdisciplinary and investigative practice from the text "Spring of the Caterpillar". I´m trying to answer the following search question: What a teacher of the 3rd year of primary education expresses when experiencing a formative experience assisted in partnership through interdisciplinary investigative practices from the text "Spring of the Caterpillar"? I outline the methodological option of this research based on the assisted training treated by Gonçalves (2000). In these terms, I developed a Continued Assisted training in Partnership design that is based on 12 episodes, in the treatment of specific topics: Narratives of training and teaching, Scientific literacy, investigative practices and education through research, Interdisciplinarity, study of the components of food chain and genres textual analysis, planning of the teaching sequence with research, replanning of the sequence, reflection on the action in the classroom and reflection on the formative experience. The instruments used were: questionnaire, my field diary, audio records of training meetings, records of participatory observation and semi-structured interviews. The results of this research were analyzed through the Discursive Textual Analysis by impregnating myself and performing the analysis of the corpus, I made two axes of analysis: Analytical Axis 1: Projection and implementation of new practices of education in sciences and Analytical Axis 2: Teacher training assisted in partnership: what teacher Suzi says about the formative experience. Thus, formative experience reveals i) the interdisciplinary conduct is not only possible, but also a great ally for consolidating literacy in several languages, as well as, presents the methodological option of teaching by research, as a plus that improves the interaction between teacher and student, in an autonomous and democratic process of knowledge construction; ii) The training model carried out in this research provided professional maturation, since continuing training gains lightness and moves away from the pejorative conceptions that many teachers carry, associated with rigidity and obligation; iii) training proposals of this nature propitiate the development of autonomy attitudes in teacher-participant in front educational (re)action. The formative model experienced, unfolded in an educational product that contemplates the possibility of teacher training in a work context and considers the knowledge of the teaching experience when the theachers dialogue, think, plan and evaluate in a reflexive movement about their practices.