scholarly journals OS CONCEITOS GEOGRÁFICOS NA GEOGRAFIA ESCOLAR DOS ANOS INICIAIS: UMA CONTRIBUIÇÃO PARA A FORMAÇÃO DE PROFESSORES / GEOGRAPHICAL CONCEPTS IN GEOGRAPHY SCHOOL OF EARLY YEARS: A CONTRIBUTION TO TEACHER TRAINING

2016 ◽  
Vol 2 (2) ◽  
pp. 253
Author(s):  
Henrique Silva Gorziza
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Early Years ◽  
Education Professionals ◽  
Geography Teaching

O presente trabalho destaca a Geografia Escolar dos Anos Iniciais a partir da discussão sobre os conceitos geográficos como auxílio nas práticas pedagógicas do professor dos primeiros anos da escolarização. Pois, por parte destes, é denotado dificuldades em dominar os conteúdos geográficos. Assim, avançar na construção de discussões sobre a Geografia Escolar nos Anos Iniciais nos permite perceber que a relação desde possíveis práticas pedagógicas com o processo de formação de professores se configura como eficiente recurso para os cursos de formação. Assim, foi realizada uma entrevista com professores da comunidade de referência da problemática em apreço para aprofundar a discussão que tange o objetivo principal do trabalho através de uma sistematização das respostas para a efetivação da análise sobre os conceitos geográficos como contribuição no momento da formação inicial de professores.Abstract:This work emphasizes the teaching of Geography in the Elementary School through a discussion about the Geographical Concepts as a way of improving the pedagogical practises of the education professionals from the Elementary School, once it is denoted that these professionals have difficulties in mastering the geographical contents. Therefore, encouraging discussions over the Geography study in the Elementary School shows that some relations between pedagogical practises along with the teachers graduating process are a great tool for improving teaching courses. Therefore, an interview was taken with teachers of the community which is being studied in order to deepen the discussion that guides the main aims of this work through a systematization of answers that supports the accomplishment of the analysis about the Geographic concepts as a contribution for the teacher's initial graduating process.Keywords: Geography Teaching; Geographical Concepts; Teacher's Graduating Process.

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

A pesquisa no PPGE-UEPG/PR: Educação física escolar, educação infantil e formação de professores

2021 ◽  
Author(s):  
Silvia Christina de Oliveira Madrid
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Physical Education ◽  
The State ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Theoretical Assumptions

The research (PPGE/UEPG) of this work deals with themes in the areas of School Physical Education, Early Childhood Education and Teacher Training. The authors' academic production is linked to the axes and lines of research of the Study and Research Group on School Physical Education and Teacher Training – Gepefe (UEPG/CNPq). The work begins by presenting the study on the theoretical assumptions that underlie Education for Peace as an educational component of a Culture of Peace, the effective approach from the perspective of Edgar Morin's Theory of Complexity. Next, the study on the methodological theoretical assumptions of Physical Education in the final years of elementary school of the Public Network of the State of Paraná is presented, the research was carried out in schools in a municipality in the interior of the State. The theme of the third study deals with how school management is realized in the pedagogical practice of Early Childhood Education. The fourth study deals with the pedagogical practice of Physical Education in the early years of elementary school of the Municipal Education Network, in an interior city of the State of Paraná. At the end of the work, Gepefe's academic contribution is presented as a space for dialogues between the school context and the Training of Physical Education teachers, in the areas of teaching, research and extension. The authors hope that the work will contribute to foster discussions in the academic and professional spheres, providing debates and reflections in relation to the context of School Physical Education, Early Childhood Education and Teacher Training.

scholarly journals Acaso e probabilidades nos anos iniciais: potencial dos jogos como mediadores na construção do conhecimento

2019 ◽  
Vol 3 (2) ◽  
pp. 379
Author(s):  
Keli Cristina Conti ◽  
Sandra Gonçalves Vilas Bôas
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Historical Context ◽  
Early Years ◽  
Training Curriculum ◽  
Statistical Education ◽  
Construction Of Knowledge ◽  
Common Base ◽  
Statistics And Probability ◽  
5Th Grade

Resumo: No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais (1997), os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular (2017, 2018). Neste artigo, objetiva-se apresentar um breve contexto histórico sobre Probabilidade e Acaso. Outro aspecto será a discussão da questão curricular envolvendo essas duas temáticas as quais podem ser trabalhadas nos Anos Iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentar preâmbulo sobre o potencial dos jogos, exemplificar propostas para a sala de aula que permita trabalhar noções iniciais de probabilidade por meio de um jogo e de atividades investigativas, introduzindo assim as primeiras noções para posteriormente aprofundá-las nos anos seguintes. Esperamos subsidiar também o trabalho do professor e desmistificar o ensino de Probabilidade com as crianças nos Anos Iniciais do Ensino Fundamental. Palavras-chave: Educação Estatística; Probabilidade; Jogos; Formação de professores; Currículo. Account and challenges in initial years: potential of games as mediators in construction of knowledge Abstract: In Brazil, since the publication of the National Curricular Parameters (1997), the contents of Statistics and Probability are part of the curricula and were reaffirmed in the National Curricular Common Base (2017, 2018). This article aims to present a brief historical context about Probability and Chance. Another aspect will be the discussion of the curriculum issue involving these two themes which can be worked on in the Early Years of Elementary School (1st to 5th grade), presenting preamble about the potential of games, exemplifying proposals for the classroom that allow you to work on initial notions of probability through play, and investigative activities, thus introducing the first notions and then deepening them into subsequent years. We hope to subsidize the work of the teacher and demystify the teaching of Probability with the children in the Initial Years of Elementary School. Keywords: Statistical Education; Probability; Games; Teacher training; Curriculum.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

scholarly journals Linguagem matemática nos anos iniciais: a construção do número segundo piaget

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariana Lima Duro ◽  
Danielle Cenci
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Difficulties ◽  
Early Years ◽  
School Construction ◽  
Mathematical Learning ◽  
Genetic Epistemology ◽  
Practical Experiment ◽  
Continuous Quantities

Resumo: A gênese do número em crianças é um estudo que merece destaque quando tratamos da linguagem matemática nos anos iniciais, visto que a não compreensão deste conceito remete a dificuldades de aprendizagem na área da matemática. Sendo assim, entendemos que este estudo pode contribuir para a prevenção e para a intervenção de educadores no intuito de minimizar essas dificuldades. Este estudo busca responder ao seguinte questionamento: “O que garante dizer que uma criança, ao contar verbalmente uma sequência numérica, tenha de fato constituída a noção do número?” Através dos estudos realizados por Piaget, procuramos abordar alguns pontos que devam ser considerados pelos educadores, a fim de responder a este questionamento. Para isso, apresentamos um experimento prático que visa compreender as noções de conservação de quantidades contínuas. Em seguida, detalhamos a análise quanto às possíveis respostas dos sujeitos e aos três diferentes níveis de pensamento descritos por Piaget e Szeminska (1971). Por fim, discutimos sobre as implicações que a não compreensão do número acarreta no ensino e na aprendizagem de matemática nos anos iniciais do ensino fundamental. De fato, o que se observa é que a não compreensão do número por parte das crianças pode vir a interferir em toda sua trajetória de aprendizagem matemática. Palavras-chave: Epistemologia Genética. Matemática. Construção do número. MATHEMATIC LANGUAGE IN THE ELEMENTARY SCHOOL: CONSTRUCTION OF A NUMBER ACCORDING PIAGET Abstract: The genesis of the number in children is a study that intends to be highlighted when we think about the language of mathematics in the Elementary school, seeing as the non-understanding of this concept refers to learning difficulties in mathematics. Thus, we understand that this study can contribute to the the intervention of educators in order to minimize these difficulties. This study seeks to answer the following question: “What guaranties saying that a child when verbally counting a numeric sequence has in fact the notion of the number constituted?” Through the studies conducted by Piaget, we seek to address a few pointers that should be considered by educators, in order to answer to this question. For such, we present a practical experiment which aims to comprehend the notions of conservation of continuous quantities. Afterwards, we detail the analysis as to the possible answers from the subjects and the three different thinking levels described by Piaget and Szeminska (1971). Lastly, we discuss the implications that the non understanding of the number cause on the teaching and the learning of mathematics in the early years of the basic education. Indeed, what is observed is that the non understanding of the numbers by part of the children may interfere in the whole of their mathematical learning. Keywords: Genetic Epistemology. Mathematics. Construction of the number.  

scholarly journals Geotecnologias e Ensino de Geografia: algumas aplicações práticas / Geotechnologies and Geography Teaching: some practical applications

2016 ◽  
Vol 26 (47) ◽  
pp. 656
Author(s):  
Vitor Hugo Campelo Pereira ◽  
Marco Tulio Mendonça Diniz
Keyword(s):  
High School ◽  
Elementary School ◽  
Spatial Representation ◽  
Basic Education ◽  
National Curriculum ◽  
Google Earth ◽  
Geography Education ◽  
Free Software ◽  
Practical Applications ◽  
Geography Teaching

<p>O presente artigo objetiva propor algumas formas de aplicação de geotecnologias no ensino de Geografia no âmbito da Educação Básica, tanto no Ensino Fundamental quanto Ensino Médio.  Para isso, a metodologia adotada se baseou na análise dos Planos Curriculares Nacionais (PCN) de Geografia e no uso de softwares que apresentam funções de representação espacial, bem como na indicação de projetos educacionais pautados no uso de geotecnologias. Diversos conteúdos previstos no ensino de Geografia podem ser abordados e dinamizados. Escala cartográfica, relevo e análise de mudanças na paisagem são exemplos de questões que podem ser trabalhadas com o uso de softwares livres como <em>Google Earth</em>, <em>Philcarto</em>, <em>ScapeToad</em> e a partir da sistematização proposta pelos projetos educacionais GEODEM, GEODEF e GEOIDEIA. Os resultados indicaram uma elevada aplicabilidade dos softwares e projetos testados pela pesquisa para o ensino de conteúdos de Geografia sugeridos pelos PCN, o que pode contribuir para uma aprendizagem mais consolidada dos mesmos.</p><p><strong>Abstract</strong></p><p>This article aims to propose some form of geo-technologies application in the teaching of Geography under the Basic Education, in elementary school and in high school. For this, the methodology adopted was based on the analysis of National Curriculum Plans of Geography and the use of software that present spatial representation of functions as well as the indication of guided educational projects in the use of geotechnologies. Several planned content in Geography education can be addressed and dinamized. Cartographic scale, relief and analysis of changes in the landscape are examples of issues that can be worked with the use of free software such as Google Earth, Philcarto, ScapeToad and from the systematization proposed by educational projects GEODEM, GEODEF and GEOIDEIA. The results indicated a high applicability of the software and projects tested by research for teaching Geography content suggested by PCN, which can contribute to a more consolidated learning them.</p><p><strong>Keywords</strong>: Basic Education. Spatial representation. Free softwares. National Curriculum Plans.</p>

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