Navegando por Assunto "Training"

Agora exibindo 1 - 9 de 9

Acesso aberto (Open Access)
Abordagens do conceito de “sequência didática” em teses na área de educação matemática
(Universidade Federal de Mato Grosso, 2020-12) COSTA, Dailson Evangelista; GONÇALVES, Tadeu Oliver
This investigation aims to understand the different approaches of the concept of Didactic Sequence present in doctoral theses, in the area of Mathematics Education, defended in Brazil from 2001 to 2018. This is a bibliographic research of a qualitative nature. We selected 31 doctoral theses available in the portal of theses and dissertations of Capes. Theses were analyzed based on the following criteria: (a) objectives, (b) synthesis of methodology, (c) main results and (d) main references on "Didactic Sequence". The criteria mentioned led us to organize and systematize 5 (five) focuses related to theses regarding the approach of the concept of Didactic Sequence (DS). They are: i) focus of SD in the teaching and learning of basic education students; ii) focus of SD on basic education students and teacher training; iii) focus of SD in teaching and learning of higher education students (Bachelor/Engineering); iv) Focus of SD on Special Education; and v) focus of SD on bibliographic survey. The results indicate twelve characteristics of the approaches on Didactic Sequence, among which we highlight: diversity of theories that give basis to the use of DS; approach to DS as a teaching methodology; lack of theoretical deepening and discussion about the concept of DS; use of DS to improve the teaching and learning process; SD contributes to promote situations that students can act on the activities built and thought by the teacher; SD is used, constructed and developed, in most researches, by the researcher and is not generally constructed by the teacher who will use it in his classroom practices, either teachers in initial training (in degrees) or in continuing education (in service in Basic Education).
Acesso aberto (Open Access)
Aprendizagem Baseada em Problemas (ABP): identificação das dificuldades docentes para a utilização do método no curso de Engenharia Civil.
(Universidade Federal do Pará, 2019-08-28) SILVA, Sidnei Silva e; MACEDO, Alcebíades Negrão; http://lattes.cnpq.br/8313864897400179; NEVES, Renato Martins das; http://lattes.cnpq.br/6538317425557058
The technical training of engineering teachers brings with it difficulty in mediating in an educational process way of building knowledge, which negatively influences student training. To minimize such effects, we used the Problem Based Learning (PBL) as an alternative. Therefore, this paper aims to present the difficulties identified in the teacher's perception for the use of the method in the civil engineering course through the construction of an implementation proposal in two disciplines in a public university of Marabá. The research is characterized as action research and was developed in eleven cycles proposed in the disciplines. These problems were built based on the contents offered for these subjects and a technical visit to a teaching institution that uses PBL as a curricular basis. Besides, we used observations of similar studies developed on the use of the PBL method. The results demonstrate the feasibility of using the technique, shown by the good acceptance of both the teacher and the students involved in the research. Besides that, we observed which the students have gotten excellent performance at the end of each discipline. However, some difficulties were found: the cultural elements, the curriculum, and the lack of some teaching skills as factors that can hinder the use of the PBL either by the student or by the teacher himself. From these results we concluded that the studies demonstrate the feasibility of using the method, however, essential elements present in the educational process would need to be enhanced so that the PBL could be fully used within the institution, such as teacher training, or curriculum-related issues could contribute to the development of the topic addressed in this study.
Acesso aberto (Open Access)
De professores civis a oficiais militares: experiências sociais de militares temporários para o magistério na Força Aérea Brasileira (2011-2019)
(Universidade Federal do Pará, 2023-08-31) GAUDÊNCIO, Sandra Letícia Magalhães; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140
This dissertation analyzes the temporary hiring process of teachers as Military Officers, considering the demands related to basic education in a militarized structure. The objective is to understand the process of training and performance of temporary military officers summoned to the teaching staff (teaching and pedagogy) of the Brazilian Air Force - FAB, between the years 2011 and 2019, at Colégio Tenente Rêgo Barros (CTRB). Therefore, it is relevant to understand the daily training of these temporary officers, “the swabs” and the dynamics of a “military spirit” whose scope was determined by internal social relations. The hypotheses raised are that the various experiences of social subjects, men and women who worked in this area, permeated through strangeness, resistance, mediation, conflicts that begin from the selection process to the performance in the CTRB. With regard to the sources, the relevance of orality is highlighted based on the use of the technique of interviews, authorized and recorded through google meet, made with the temporary Officers, their memories and forgetfulness, as well as official documents, newspapers, magazines and photographs. We will seek to understand the entry process of civilian teachers in 2011 who became temporary military and are professionals in the area of Teaching and Pedagogy, considering the demands aimed at teaching in a welfare school and the profile of the professionals who sought to reach summoned and formed for a temporary “career” in the Brazilian Air Force-FAB, the so-called 2nd class Reserve Officers Squad Convocados - QOCON.
Acesso aberto (Open Access)
Ecosofia e formação de professores: composições de experiências formativas em tempos de emergência ambiental
(Universidade Federal do Pará, 2021-01-05) CASTRO, Bárbara Fernandes do Nascimento; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; ttps://orcid.org/0000-0002-0478-5285; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Through this writing we intend to provoke reflection on environmental issues and the ecological emergency experienced today, using meetings, passages, which is not clear. Our intention here is not to show solutions to make us sustainable, but to encourage dialogue and, mainly, to encourage experiences in feeling part of the Earth. We also intend to reflect on some concepts, such as the care and appreciation of nature's relationships with us and with others. In this sense, we propose to teach the subject: ―Education in science and mathematics and sustainability‖, which is part of the mandatory subjects of the Postgraduate course in teaching in Sciences and Mathematics at the Institute of Mathematical and Scientific Education at UFPA (PPGDOC- IEMCI), focusing on climate change and its relations with other areas of knowledge. As a theoretical basis for such a proposal, we resort to reflections on the Ecosophy of Félix Guattari. Thus, we ask ourselves about the extent to which continuing education is preponderant for the linking of environmental issues in a critical and broad way to teachers, and, therefore, we propose to investigate: What could be lurking in the experiences, problematizing contemporary environmental issues, through the assumptions of the three ecological records of Félix Guattari, as a driver in the construction of subjectivities? With the central objective of mapping experiences and sensitization of subjects about environmental issues, such as climate change, considering the production of individual and collective subjectivities, observed mainly in the daily logbook device, we were able to experience possibilities of resingularization of the participating subjects and, observing the importance of this type of intervention in the training of teachers and seeking to make explicit the compositions and crossings built during the meetings in the discipline, we come to some inferences that come close to our initial inquiries. The students were able to experience the theme ―climate change‖ so that they were free to build their own sensations and that they made use of the daily logbook device as a way to expose their narratives. We observed that the vast majority of students still have great resistance in reconciling scientific themes with art and philosophical thinking. The dichotomy evident in their speeches is not surprising, since our bodies, as students, were well trained, docilized for certain tasks and a certain way of understanding the world. Therefore, we did not expect sudden behavioral changes, our goal was to produce sensitivity to the theme.
Acesso aberto (Open Access)
Formação docente em contexto: processos de investigação-ação sobre a abordagem de conhecimento químico nos anos iniciais
(Universidade Federal do Pará, 2018-12-20) CASTRO, Elias Brandão de; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
The qualitative research focuses on four teachers, who were motivated to constitute a research/ training group, in the school context of the initial years. Objective understands: in what terms a formative experience in the context of action-research work (IA) can contribute to the teachers of years in which they discuss and promote a knowledge approach in their classes? To that end, it was assumed as ideas of W. Carr, S. Kemmis (1998) and J. Elliott (1990) from the perspective of the concepts of AI, thus being recognized as potential of the methodology, teacher-researchers assumed themselves in the investigative process of practice. Thus, from the needs of (in) formation that emerge from the narratives of the teachers and the clothes traced by the adopted methodology of methodology, was designing the training designer, through Assisted-Collaborative Formative Meetings. The instruments used were: training diary, questionnaires, audiovisual records and interview. I analyzed the data following the guidelines of the Discursive Textual Analysis (MORAES and GALIAZZI, 2007). The deconstruction and reconstruction of the corpus, through concepts and meanings, emerged three axes of analysis and (1) Chemical Knowledge: reflections and dialogues experienced in practice. The results revealed that: a) initial teacher training, in large part, coincides with its fragmentation between theory and practice in science and incident education; b) the group, composed of teacher-ASSESSOR and teachers-COLLABORATORS, took active positions in the treatment of Professor Ana's problem and in the approach to the theme "Chemical transformations and the rusting process", each making use of the autonomy of judgment, in the reflective movement, for collaborative decision-making, assuming in action the theoretical contributions and new / other professional experiences fostered c) The AI process incorporated innovative elements of the theoretical conception of Science Teaching in the initial years, making it possible to train reflective teachers and researchers about the practice itself, through the planning and implementation of actions, directed to the treatment of problems experienced in the professional exercise.
Acesso aberto (Open Access)
O multiculturalismo na educação
(Universidade Federal do Pará, 2020-06) SANTOS, Bruno Freitas
This work presents an discussion about the universe of educational multiculturalism. The objective of this article is to bring reflections on the relevance of multiculturalism in education, in which it must be framed within the curricular matrix, making teaching practice increasingly broad and plural. The methodology used in this study was carried out through a bibliographic source and the contributions left by specialists in the area, in which they developed studies and research in the curricular field and in school culture. The results of this research aim to realize that education requires numerous actions and interventions in order for it to become broad, plural and complete. The conclusion of this article is to better understand what the multicultural universe is, and all its breadth, being an important educational requirement, which must be worked and treated with singularity and respect for differences, ranging from racial, ethical, cultural, social and religious. The structure of this work will be in chapters and with clear and objective ideas.
Acesso aberto (Open Access)
Saúde mental no cotidiano da formação em enfermagem: modo-de-ser-docente
(Universidade Federal do Pará, 2014-03-14) QUEIROZ, Aline Macedo de; OLIVEIRA, Marília de Fátima Vieira de; http://lattes.cnpq.br/7030765721580568; https://orcid.org/0000-0003-4303-9434
Phenomenological qualitative research approach, which used as a theoretical and methodological framework philosophy of Martin Heidegger expressed in his work Being and Time. Study conducted at the School of Nursing, Federal University of Pará in the second half of 2013 and aimed to: reveal the meanings and feelings that the nursing professors of the second and third semesters of the undergraduate nursing of Federal University of Pará express on mental health in daily life to be teaching. Participated in this study of nine nursing professors curricular activities Introduction to Nursing ( 3 ) Integral Attention to Women, Children and Adolescents ( 2 ), Health Care for the older persons ( 2 ), Educational Process I ( 1 ). Professional Practice and Health ( 1 ). The expressed by teachers was captured by phenomenological interview scheduled with each teacher and analyzed by ontic instance as regards the vague understanding and median. Five units of meanings emerged: US1 - mental health is natural phenomenon that manifests itself in the freedom to be and how to be with each other in a balanced relationship. US2 - the significance of mental health as the essence of the experiences expressed in the possibility of access to the things of the world. US3 - mental health is revealed in everyday nursing practice in different stages of life in a given occupation simply. US4 - Mental Health manifested in the training process as a secondary event. US5 - how to be a teacher in their life experience influences relations with each other in the training process. The revealed in the study, through what was spoken, perceived and experienced, expressed concern that mental health is an event, however this does not constitute as possibilities, ie, there is an early occupation of mental health as content formal study of this or that activity. It is possible that teachers in their way of being able to open up again, launch into the world and promote changes in the daily training of nurses, taking care of mental health, because even without this in the syllabus content there the recognition of its existence and its importance in the temporality of life of the people.
Acesso aberto (Open Access)
A utilização de gestos ostensivos no ensino de conceitos matemáticos : uma investigação à luz da filosofia de Wittgenstein
(Universidade Federal do Pará, 2018-01-22) OLIVEIRA, Marcelo de Sousa; SILVEIRA , Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
In this research I investigate the use of ostensive gestures in the teaching of mathematical concepts. The justifications are based on the possibility of generating subsidies for an understanding of the explanation and understanding of these concepts, through discussions on the construction of the sense in this specific field of knowledge. The search is characterized as theoretical, but, in function of the theoretical reference, I use examples of teaching situations extracted from official curriculum guidelines, textbooks or simply situations formulated to illustrate the discussion, in order to clarify the region of investigation, which constitutes a methodology that has inspiration in Wittgensteinian philosophical therapy. The analysis was based on the philosophy of Ludwig Wittgenstein, for which ostensive gesture is a linguistic instrument that allows us to establish an internal connection between a word and the object to which we point. My analysis points out that the ostensive gesture can favor the understanding of mathematical concepts, insofar as it is configured as a means of presenting linguistic conventions, however, it can also cause misunderstandings when presented in an ambiguous way, which makes it difficult to have an adequate training for the students to master the technique associated with the constitution of the meaning of the concept in question.
Acesso aberto (Open Access)
Utilização de técnicas de realidade virtual para treinamento de operação de termo-vácuo na manutenção de óleo transformadores de potência
(Universidade Federal do Pará, 2017-08-23) TEIXEIRA, Willie Duarte; RIBEIRO FILHO, Manoel; http://lattes.cnpq.br/9329438229733907
It is a consensus among the companies that work in the National Interconnected System (SIN), that there is an essential qualification of their employees, to avoid financial losses and mainly physical damages to those involved in operational activities. In the operational context of the SIN one of the most important processes in preventive and corrective maintenance for substation equipment of the the treatment of the insulating mineral oil. Insulating mineral oil has the role of raising the insulation of the active parts of high-voltage equipment, thus maintaining the Physical-Chemical conditions within the standards, becomes essential for the proper functioning of equipment that operates in high- voltage. The present work uses Virtual Reality techniques in the creation of a virtual training environment for the operation of term vacuum, which are machines responsible for the treatment in mineral insulating oil. The proposal of this work was to bring qualitative and quantitative gains to the process of training professionals who operate or operate such equipment, with a focus on those who are in the process of training in the formal educational institutions, more specifically for the use in disciplines, such as electrical machinery and other related ones.