New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

2020 ◽  
pp. 147821032094012
Author(s):  
Raphael Alves Feitosa
Keyword(s):  
Teacher Training ◽  
Residency Program ◽  
Basic Education ◽  
Theory And Practice ◽  
The South ◽  
Performance Training ◽  
Vincent Van Gogh ◽  
Human Formation ◽  
New Public ◽  
Public Education Policy

In Brazil, in 2018, the federal government proposed the creation of a new public education policy, the Pedagogical Residence program, as one of the actions that integrate the National Teacher Training Policy. The primary function of the Pedagogical Residence program is to support Higher Education Institutions in the implementation of innovative projects that stimulate the articulation between theory and practice in undergraduate courses managed in conjunction with public basic education networks. This paper aims to analyze the possibilities of articulation between art and human formation based on van Gogh's proposal for the formation of a Studio of the South, as inspiration for the performance/training of teachers within the Brazilian Pedagogical Residency program. As a methodological mechanism we used bibliographic and documental of works related to van Gogh's biography and letters exchanged between the painter and his associates, as well as texts by researchers in the field of teacher training and teacher artists. The article is divided in two parts: the first provides a brief description of Vincent van Gogh's life, focusing on his proposal to train artists in a creative atelier, the Studio of the South. The second component of the text presents some aspects of the relationship between art and teacher training, aiming to list arguments around the formation of teachers based on the van Goghian idea.

scholarly journals O Projeto Político Pedagógico da Escola Municipal Professora Cleuzemi Pereira do Nascimento Silva e sua contribuição na formação inicial dos residentes pedagógicos / The Municipal School's Political Pedagogical Project Professor Cleuzemi Pereira do Nascimento Silva and its contributions to the initial training of pedagogical residents

2021 ◽  
Vol 15 (58) ◽  
pp. 462-474
Author(s):  
Cláudia Da Silva Costa ◽  
Silvana Da Conceição ◽  
Pedro Fernando dos Santos
Keyword(s):  
Residency Program ◽  
Qualitative Method ◽  
Basic Education ◽  
School Context ◽  
Normative Document ◽  
Theory And Practice ◽  
School Life ◽  
Education School ◽  
The Future ◽  
The Ideal

 No Programa Residência Pedagógica os participantes são inseridos numa escola de Educação Básica, objetivando aproximar o futuro docente com a profissão, proporcionando-lhes a prática do cotidiano escolar. Parte-se do pressuposto de que, os estudos sobre o documento normativo da escola, na formação docente, contribuíram para superar fragmentos do trabalho pedagógico aproximando os residentes do ideal de efetivação do PPP. O objetivo desta pesquisa é a reflexão acerca das contribuições do PPP da escola-campo na formação acadêmica dos residentes pedagógicos da Faculdade de Ciências Humanas do Sertão Central. Justifica-se pela necessidade de atuar na escola de forma efetiva a partir da imersão no contexto escolar baseado no Projeto Político Pedagógico da escola. Conclui-se que, tanto o Programa de Residência Pedagógica, como o documento normativo da Escola Professora Cleuzemi Pereira do Nascimento Silva contribuem para o aperfeiçoamento de uma prática mais qualitativa, com base em sua teoria, buscando-se respeito às singularidades, as diferenças. Através da teoria e da prática deseja-se romper com modelos ineficazes de ensino, com isso objetiva-se assegurar aos residentes, habilidades e competências que lhes permitirão realizar um ensino de qualidade nas escolas de Educação Básica em que futuramente forem atuar. Tendo utilizado o método qualitativo, este estudo contempla as teorias de autores que abordam o tema para fundamentar a narrativa dos residentes. De acordo com (LIBANEO, 1990), (NÓVOA, 2009), (VASCONCELOS, 2014) e outros, foi possível confrontar conceitos elucidando questionamentos fundamentais para a realização deste artigo.  In the Pedagogical Residency Program, participants are inserted in a Basic Education school, aiming to bring the future teacher closer to the profession, providing them with the practice of everyday school life. It is assumed that studies on the school's normative document, in teacher education, contributed to overcoming fragments of the pedagogical work, bringing residents closer to the ideal of implementing the PPP. The objective of this research is to reflect on the contributions of the PPP of the field-school in the academic training of pedagogical residents at the Faculty of Human Sciences of Sertão Central. It is justified by the need to work effectively in the school from the immersion in the school context based on the School's Pedagogical Political Project. It is concluded that both the Pedagogical Residency Program and the normative document of the School Professor Cleuzemi Pereira do Nascimento Silva contribute to the improvement of a more qualitative practice, based on its theory, seeking respect for singularities and differences. Through theory and practice, the intention is to break with ineffective teaching models, with this aim to assure residents, skills and competences that will allow them to carry out quality teaching in Basic Education schools in which they will work in the future. Having used the qualitative method, this study contemplates the theories of authors who approach the theme to support the residents' narrative. According to (LIBANEO, 1990), (NÓVOA, 2009), (VASCONCELOS, 2014) and others, it was possible to confront concepts elucidating fundamental questions 

scholarly journals Formação inicial docente durante a pandemia: um relato de experiência de uma residente a partir do Programa Residência Pedagógica em Educação Física

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Thais Maria de Souza Silva ◽  
Carla Cristiane da Silva ◽  
Daniel Maciel Crespilho ◽  
Flávia Évelin Bandeira Lima
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Residency Program ◽  
Basic Education ◽  
Point Of View ◽  
Practical Training ◽  
Training Methods ◽  
Initial Teacher Training ◽  
Three Stages ◽  
The City

INTRODUÇÃO: O Programa Residência Pedagógica objetiva aperfeiçoar a formação prática nos cursos de licenciatura, proporcionando uma imersão do acadêmico na escola de Educação Básica. OBJETIVO: Relatar as experiências vivenciadas por uma residente nos primeiros seis meses do Programa Residência Pedagógica de um curso de Educação Física, frente aos desafios da pandemia de COVID-19 para a formação inicial docente. MÉTODOS: O programa foi realizado em uma escola-campo na cidade de Ourinhos (SP) e contou com a participação de 10 residentes que desenvolveram atividades para alunos do 4º e 5º ano do Ensino Fundamental. O cronograma do primeiro módulo foi dividido em três etapas: (A) ambientação, (B) observação estruturada e (C) regência. RESULTADOS: A pandemia de COVID-19 resultou em um processo de regência através do ensino remoto, o que causou certa insegurança e a adaptação do ponto de vista da residente autora. Entretanto, a preparação das etapas de ambientação e observações auxiliaram de forma efetiva a construção do processo de regência. A regência foi dinâmica e encorajadora, e incentivou a atuação no âmbito da Educação Física Escolar. CONCLUSÃO: Apesar das dificuldades encontradas no ensino remoto, todas as experiências vivenciadas pela autora deste relato durante o primeiro módulo do programa contribuíram de forma crucial para a sua formação inicial. ABSTRACT. Initial teacher training during the pandemic: an experience report of a resident from the Pedagogical Residency Program in Physical Education.BACKGROUND: The Pedagogical Residency Program aims to improve practical training in undergraduate courses, providing academic immersion in the Basic Education school. OBJECTIVE: To report the experiences of a resident in the first six months of the Pedagogical Residency Program of a Physical Education course, facing the challenges of the COVID-19 pandemic for initial teacher training. METHODS: The program was carried out in a country school in the city of Ourinhos, SP, Brazil, and had the participation of 10 residents who developed activities for students from the 4th and 5th years of elementary school. The schedule of the first module was divided into three stages: (A) setting, (B) structured observation and (C) conducting. RESULTS: The COVID-19 pandemic resulted in a process of conducting through remote learning, which caused some insecurity and adaptation from the resident author’s point of view. However, the preparation of the stages of setting and observations effectively helped the construction of the conducting process. The regency was dynamic and encouraging, and encouraged action in the context of Physical Education at School. CONCLUSION: Despite the difficulties encountered in remote education, all the experiences lived by the author of this report during the first module of the program contributed crucially to her initial training.

scholarly journals Ensino da avaliação nos cursos de Educação Física da América Latina

2018 ◽  
Vol 29 (72) ◽  
pp. 802
Author(s):  
Sayonara Cunha de Paula ◽  
Amarílio Ferreira Neto ◽  
Ronildo Stieg ◽  
Wagner Dos Santos
Keyword(s):  
Latin America ◽  
Teacher Training ◽  
Physical Education ◽  
Professional Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
Methodological Approach ◽  
Theory And Practice ◽  
Documentary Analysis ◽  
America Latina

<p>Este artigo analisa como a avaliação do ensino e da aprendizagem é prescrita nos currículos dos cursos de formação de professores em Educação Física em sete países da América Latina. Caracteriza-se como pesquisa qualitativa, do tipo exploratória, que assume a análise crítico-documental como abordagem teórico-metodológica e o Interface de R pour les Analyses Multidimensionnelles de Textes e de Questionnaires (IRaMuTeQ) como ferramenta de auxílio para análise. Utiliza, como fontes, 14 planos de disciplinas de avaliação. A análise dos dados indica que as disciplinas se propõem a discutir e ensinar a avaliação do processo de ensino e da aprendizagem, suas implicações para o contexto da educação básica, projeção de possibilidades de práticas avaliativas e estabelece a relação teoria e prática. Esse movimento evidencia-se com a presença de algumas palavras, como “instrumento”, “técnica”, “prática”, articulando-se também com a “teoria e a concepção de avaliação” que lhe oferece suporte, relacionando-se com a “Educação Física” no contexto da educação profissional.</p><p>Avaliação da Educação, Educação Física, Formação de Professores, Currículo.</p><p> </p><p>Enseñanza de la evaluación en los cursos de Educación Física de América Latina</p><p>Este artículo analiza cómo la evaluación de la enseñanza y del aprendizaje se prescribe en los currículos de los cursos de formación de profesores en Educación Física en siete países de América Latina. Se caracteriza como investigación cualitativa, del tipo exploratoria, que asume el análisis crítico-documental como abordaje teórico-metodológico y lo Interface de R pour les Analyses Multidimensionnelles de Textes e de Questionnaires (IRaMuTeQ) como herramienta auxiliar para el análisis. Utiliza, como fuentes, 14 planos de disciplinas de evaluación. El análisis de los datos indica que las asignaturas se proponen a discutir y enseñar la evaluación del proceso de enseñanza y aprendizaje, sus implicaciones para el contexto de la educación básica, proyección de posibilidades de prácticas evaluativas y establece la relación entre teoría y práctica. Este movimiento se pone de manifiesto con la presencia de algunas palabras, como “instrumento”, “técnica”, “práctica”, articulándose también con la “teoría y la concepción de evaluación” que le ofrece soporte, relacionándose con la “Educación Física” en el marco de la educación profesional.</p><p>Evaluación de la Educación, Educación Física, Formación de Profesores, Currículo.</p><p> </p><p>Teaching evaluation in Physical Education courses in Latin America</p><p>This article looks at how the evaluation of teaching and learning is prescribed in the curricula of teacher training courses in Physical Education in seven countries of Latin America. It is a qualitative, exploratory study, which uses critical documentary analysis as a theoretical-methodological approach and the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRaMuTeQ) as a tool to support analysis. Fourteen subject evaluation plans are used as sources. The analysis of the data indicates that the subjects are intended for discussion and teaching of evaluation of the teaching and learning processes, their implications in the context of basic education, the projection of possibilities of evaluation practices and for establishing the relationship between theory and practice. This trend becomes clear through the use of some words, such as “tool”, “technique”, “practice”, associated with the “theory and design of evaluation” that supports it, relating to “physical education” in the context of professional education.</p><p>Evaluation of Education, Physical Education, Teacher Training, Curriculum.</p>

scholarly journals A CONSTRUÇÃO DA AUTONOMIA DO PROFESSOR PRESENTE NAS DIRETRIZES CURRICULARES NACIONAIS DE FORMAÇÃO INICIAL DAS ÚLTIMAS DUAS DÉCADAS

2020 ◽  
Vol 17 (1) ◽  
pp. 277-294
Author(s):  
Tais Andrade dos Santos ◽  
Moacir Pereira de Souza Filho
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Qualitative Analysis ◽  
Basic Education ◽  
Theory And Practice ◽  
Analysis Software ◽  
National Education ◽  
Elementary And Secondary Education ◽  
Initial Teacher Training ◽  
The Relationship

Thispaper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomymodels, through the terminations ofthese documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way.

scholarly journals OS COORDENADORES DE ÁREA DO PIBID: PERCEPÇÕES SOBRE O SER PROFESSOR FORMADOR

2020 ◽  
Vol 17 (1) ◽  
pp. 188-202
Author(s):  
Celia Maria Fernandes Nunes ◽  
Fernanda Karine Moura Silva Sales
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Theory And Practice ◽  
The Public ◽  
Pedagogical Tact ◽  
Educational Processes ◽  
Scholarship Program ◽  
The Relationship

Teacher training is a theme that permeates the field of studies in the field of education, as well as educational policies. Among the policies, we highlight the Institutional Teaching Initiation Scholarship Program (PIBID), which consists of an inductive action in the training of teachers aiming to value and improve teacher training. The programis developed in partnership with Universities and Basic Education Schools and involves graduates, supervisors (basic education teachers), area coordinators and teachers who work in institutional coordination and in the management of educational processes (higher education teachers). This article is part of a qualitative research that sought to investigate the relationship between training and teaching practice in theperception of the area coordinators of PIBID / Federal University of Ouro Preto (UFOP). In this article, we will present the analysis of the data collected, through questionnaires and interviews, referring to the category: “What it is to be a teacher and teacher trainer”. Among the perceptions, it was possible to identify that the PIBID / UFOP area coordinators are in permanent training and the PIBID was a possibility of approaching the public school of basic education. The study allowed us to conclude that there is a formative reciprocity among the participants, which as they form. The area coordinators reinforced the conception of knowledge and pedagogical tact in line with the inseparation of theory and practice, the work of the trainer based on dialogue, commitment to public education, teacher training, teaching and learning and the constant reassessment of its own practice.

scholarly journals The South African Redistribution Imperative: Incongruities in Theory and Practice

2021 ◽  
pp. 1-27
Author(s):  
Sue-Mari Viljoen
Keyword(s):  
South Africa ◽  
South African ◽  
Theoretical Approach ◽  
Land Reform ◽  
Careful Analysis ◽  
Economic Justice ◽  
Theory And Practice ◽  
The South ◽  
Slow Pace

Abstract It has partly been assumed that the constitutional obligation to pay compensation for expropriations is to blame for the slow pace at which land has been redistributed in South Africa. However, this assumption requires careful analysis and reflection, with reference to the imperfections of the policies and laws that set out to address landlessness, as well as the underlying theoretical approach to economic justice. This article questions the purpose for which land reform beneficiaries acquire land, with reference to the role that property should ideally fulfil for the landless. The article makes a number of observations to cast light on why the redistribution of land has been alarmingly slow, where inconsistencies and loopholes exist in the programme, and whether expropriations for nil compensation will make any difference in remedying existing failures in the redistribution programme.

Interruptions: imagining an analytical otherwise for disaster studies in Latin America

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Manuel Tironi ◽  
Katherine Campos-Knothe ◽  
Valentina Acuña ◽  
Enzo Isola ◽  
Cristóbal Bonelli ◽  
...  
Keyword(s):  
Design Methodology ◽  
Meta Analysis ◽  
Disaster Risk ◽  
Local Scale ◽  
Theory And Practice ◽  
The Political ◽  
Disaster Research ◽  
The South ◽  
Content Type ◽  
Disaster Studies

PurposeBased on the research, the authors identify how four key concepts in disaster studies—agency, local scale, memory and vulnerability—are interrupted, and how these interruptions offer new perspectives for doing disaster research from and for the South.Design/methodology/approachMeta-analysis of case studies and revision of past and current collaborations of authors with communities across Chile.FindingsThe findings suggest that agency, local scale, memory and vulnerability, as fundamental concepts for disaster risk reduction (DRR) theory and practice, need to allow for ambivalences, ironies, granularization and further materializations. The authors identify these characteristics as the conditions that emerge when doing disaster research from within the disaster itself, perhaps the critical condition of what is usually known as the South.Originality/valueThe authors contribute to a reflexive assessment of fundamental concepts for critical disaster studies. The authors offer research-based and empirically rich redefinitions of these concepts. The authors also offer a novel understanding of the political and epistemological conditions of the “South” as both a geography and a project.

scholarly journals A ABORDAGEM PIKLER E A ORGANIZAÇÃO DO ESPAÇO PARA BEBÊS NA EDUCAÇÃO INFANTIL

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 01-07
Author(s):  
Renata Pavesi Cocito
Keyword(s):  
Teacher Training ◽  
Day Care ◽  
Basic Education ◽  
Care Center ◽  
Day Care Center ◽  
The World ◽  
Space Organization ◽  
Education And Care ◽  
Age Range ◽  
Institutional Space

The article comes from the studies carried out on the Pikler approach to promote teacher training and improvement of the work developed in a university day care center, focusing on the organization of spaces for babies. The objective is to present piklerian contributions for the organization of the institutional space for infants (children up to 1 year and 6 months of age). As methodology, we adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In studying the Pikler approach we understand space as a support to support babies in their motor acquisitions and their insertion in the world. The ample space, with little but adequate furniture and materials thought and selected for the specifics of the age range, allows the baby to experience the space with his body and, in this way, can gradually perceive and insert himself in the world that surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context that supports him and allows him to experience his childhood with freedom and care.

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