Navegando por Assunto "Training of teachers"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
Acesso aberto (Open Access)
A educação para a cidadania global da UNESCO e seus nexos com a formação de professores de educação física no Pará
(Universidade Federal do Pará, 2019-06-24) BASTOS, Robson dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; https://orcid.org/0000-0002-6012-1432
This study is part of the graduate program in education of the Federal University of Pará (UFPA), in the line of teacher training: Teaching Work, Educational theories and practices. In this research, we had as general objective to analyze the possible nexus between education for Global citizenship, formatted by Unesco, and the proposed training is established in Teaching political projects of physical education courses public universities in the State of Pará. It is a documentary study, inspired by the Marxian tradition as a method of analysis and theory of knowledge. As categories of analysis, we use the citizenship and education for Global citizenship, teacher training and physical education. Thus, in this study, we examine the concept of global citizenship, since your design in the classical liberalism, passing by your state of ressignification Social Welfare, up your Constitution by neoliberalism, when develops, based on the logic of globalization of the capitalist economy The study also revealed the assumptions adopted by Unesco that subsidize education for Global citizenship, as well as their strategies to assist policymakers, teachers and institutions in the development of this proposal on education and training of teachers In addition, we identify the relationships established between the Unesco recommendations for teacher training based on ECG and national curriculum guidelines for the training of the Graduate in physical education, in order to identify the possible nexus of common aspects the ECG with the Pedagogic political projects of the course of physical education from the the University of the State of Pará (CEDF/ UEPA) and the Faculty of physical education from the Federal University of Pará (FEF/UFPA). The result of the research allowed us to conclude that, among the documents investigated, the PPC that guides the teaching at the Faculty of Physical Education of the Federal University of Pará (UFPA) is the one that presents significant links with UNESCO recommendations for the development of Education for Global Citizenship; On the other hand, the PPP of the Physical Education Course of the State University of Pará (UEPA) is in the opposite direction of a neoliberal proposal.
Acesso aberto (Open Access)
Leituras de si: saberes docentes e história de vida de formadores de professores
(Universidade Federal do Paraná, 2019-04) REIS JÚNIOR, Leandro Passarinho
This essay deals with the nature of the teaching knowledge of teacher trainers of the University Campus of Castanhal/UFPA through life histories. The objective was to analyze how the teacher educators are constituted and how they generate and perceive the nature and mobilization of their teacher knowledge in the training practice. Three life histories were used to unveil the lived, constructed, shared and reflected knowledge in teaching. The treatment of the narrative episodes occurred in the light of the biographical methodology, using the thematic life history of spaces and formative times, in an interpretative analysis. The results showed that teacher knowledge fecundates and develops in the formative trajectory of the teacher, covering the personal and professional dimension of his life, thus composing his history in a critical reading of himself.