scholarly journals COMUNIDADES QUILOMBOLAS E ESTÁGIO CURRICULAR SUPERVIONADO NAS LICENCIATURAS: diálogos possíveis em Freire

2021 ◽  
pp. 11
Author(s):  
Andréia Regina Silva Cabral Libório ◽  
Marina Graziela Feldmann ◽  
Maria de Jesus Ferreira César de Albuquerque
Keyword(s):  
Teacher Training ◽  
Personal Development ◽  
Teaching Practice ◽  
School Curriculum ◽  
School Education ◽  
School Life ◽  
Personal A ◽  
Essential Knowledge ◽  
La Red ◽  
Formación Docente

O presente artigo apresenta como objetivo central discutir a presença das comunidades quilombolas e Educação Escolar Quilombola (EEQ)  no Estágio Curricular Supervisionado de uma Instituição de Ensino da Rede Federal de Educação, Ciência e Tecnologia e, a partir do diálogo em Freire, descortinar possibilidades de a educação escolar quilombola ser valorizada e reconhecida no currículo escolar de formação de professores como uma viabilidade de prática profissional, bem como propiciar a emancipação dos sujeitos quilombolas, historicamente invisibilizados e excluídos. A metodologia empregada baseia-se na abordagem qualitativa, a partir de um estudo bibliográfico e de análise de documentos. Buscaram-se as contribuições dos referenciais teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre outros.  A verificação dos dados realizou-se a partir da análise de conteúdo de Bardin (2016). A concepção de formação docente ou formação de professores que prevalece nos programas de formação, em sua maioria, limita-se ao entendimento de desenvolvimento pessoal, de formar profissionais competentes em sua área de formação com foco em apenas alguns conhecimentos, e pouco valoriza as questões relacionadas às diversidades presentes no cotidiano escolar, como a cultural. A prática do estágio curricular é de suma importância para o desenvolvimento de conhecimentos essenciais para a atuação docente, especialmente nas diferentes modalidades de ensino como a EEQ, logo é imprescindível o desenvolvimento desses conhecimentos ao longo de todo o curso de formação de docente.Palavras-chave: comunidades quilombolas; estágio curricular supervisionado; formação de professores; educação escolar quilombola.QUILOMBOLAS COMMUNITIES AND SUPERVISED CURRICULUM INTERNSHIP IN UNDERGRADUATE DEGREES: possible dialogues in FreireAbstractThe main objective of this article is to discuss the presence of Quilombolas communities and Quilombolas School Education (EEQ) in the Supervised Curriculum Internship of a Teaching Institution of the Federal Education, Science and Technology Network and, from the dialogue in Freire, unveil possibilities of quilombola school education to be valued and recognized in the school curriculum for teacher training as a feasibility of professional practice, as well as providing the emancipation of quilombolas subjects, historically invisible and excluded. The methodology used is based on a qualitative approach, based on a bibliographic study and document analysis. The contributions of theoretical references such as: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), among others, were sought. Data verification was carried out from the content analysis of Bardin (2016). The conception of teacher training or teacher training that prevails in training programs is mostly limited to the understanding of personal development, to train competent professionals in their training area with a focus on just some knowledge, and little value is given to issues related to the diversities present in the daily school life, such as the cultural one. The practice of curricular internship is of paramount importance for the development of essential knowledge for the teaching practice, especially in different teaching modalities such as the EEQ, so it is essential to develop this knowledge throughout the entire teacher training course.Keywords: quilombola communities; supervised internship; teacher training; quilombola school education.COMUNIDADES QUILOMBOLAS Y PASANTÍAS CURRÍCULAS SUPERVISADAS EN PREGRADOS: posibles diálogos en FreireResumenEl objetivo principal de este artículo es discutir la presencia de las comunidades quilombolas y la Educación Escolar Quilombola (EEQ) en la Pasantía Curricular Supervisada de una Institución Docente de la Red Federal de Educación, Ciencia y Tecnología y, a partir del diálogo en Freire, desvelar posibilidades de La educación escolar quilombola debe ser valorada y reconocida en el currículo escolar para la formación del profesorado como una viabilidad de la práctica profesional, además de facilitar la emancipación de las materias quilombolas, históricamente invisibles y excluidas. La metodología utilizada se basa en un enfoque cualitativo, basado en un estudio bibliográfico y análisis de documentos. Se buscaron los aportes de referentes teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre otros. La verificación de los datos se realizó a partir del análisis de contenido de Bardin (2016). La concepción de formación docente o formación docente que prevalece en los programas de formación se limita mayoritariamente a la comprensión del desarrollo personal, a formar profesionales competentes en su área de formación con un enfoque solo en algunos conocimientos, y se le da poco valor a las cuestiones relacionadas con las diversidades presentes en la vida escolar diaria, como la cultural. La práctica de las prácticas curriculares es de suma importancia para el desarrollo de conocimientos esenciales para la práctica docente, especialmente en diferentes modalidades de enseñanza como la EEQ, por lo que es fundamental desarrollar este conocimiento a lo largo de todo el curso de formación docente.Palabras clave: comunidades quilombolas;  pasantía supervisada; formación de profesores; educación en la escuela quilombola.

scholarly journals EXPERIÊNCIAS DE FORMAÇÃO DOCENTE EM EJA POR MEIO DO USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO

2017 ◽  
Vol 24 (3) ◽  
pp. 127
Author(s):  
Débora Regina Oliveira Santos ◽  
Antonio Amorim ◽  
Alfredo Eurico Da Matta
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Field Research ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Use Of Technology ◽  
Information And Communication ◽  
La Red ◽  
Formación Docente

 Este artigo investiga a percepção de que as Tecnologias da Informação e da Comunicação trazem uma contribuição para o fazer pedagógico no contexto de Educação de Jovens e Adultos. Queremos saber em que medida o uso das TIC favorece ou não a prática docente da EJA, na rede de ensino do município de Gandu-BA. O objetivo central pretende analisar como as TIC contribuem ou não na formação docente na prática pedagógica da EJA na rede de ensino de Gandu. Pretendemos identificar quais TIC fazem parte da prática pedagógica docente em sala de aula da EJA e elencar as dificuldades encontradas no trabalho do professor da EJA para incorporar as TIC na sua prática pedagógica. A metodologia teve uma abordagem qualitativa, adotando a pesquisa participante enquanto processo procedimental e o questionário para a coleta de informações. Os resultados apontam que o estudo possibilita um suporte teórico necessário ao docente que deseja fortalecer a sua prática educativa em sala de aula. Acreditamos que o uso da tecnologia em sala de aula só terá sentido se ela for utilizada como mediação pedagógica, melhorando o aprendizado dos alunos. Palavras-chave: Formação docente. Tecnologias da informação e comunicação. Prática pedagógica. EJA.EXPERIENCES OF TEACHER TRAINING IN ADULT AND YOUTH EDUCATION, THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Abstract: This article investigate the perception that the Information and Communication Technologies (ICT) bring a contribution to the pedagogical doing in the context of Youth and Adult Education (YAE). The general objective was to analyze how ICT contribute or not to the teacher training in the pedagogical practice of the EJA in the educational network of the municipality of Gandu. The specific objectives are: to identify which ICT is part of the pedagogical teaching practice in the classroom of the YAE; tô highlight the difficulties encountered in the YAE teacher's praxis in order to incorporate ICT in their pedagogical practice. The problem: to what extent does the use of ICT favor the pedagogical teaching practice of YAE in the teaching network in the municipality of Gandu, Bahia? The methodology had a qualitative approach, adopting the field research regarding the procedural processes and questionnaire for the information collection. The results indicate that the study on technology and pedagogical practice when encouraged in the actions of continuing education of teachers of the YAE. We conclude that the use of technology in the classroom will only make sense if it is used as pedagogical mediation, improving learning.Keywords: Teacher education. Information and communication technologies. Pedagogical practice. EJA.EXPERIENCIAS DE FORMACIÓN DEL PROFESORADO EN EDUCACIÓN DE ADULTOS Y JÓVENES, MEDIANTE EL USO DE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN Resumen: Este trabajo investiga la percepción de que las tecnologías de información y comunicación traen una contribución que hacer en el contexto de la enseñanza de adultos y Educación de la juventud. Queremos saber en qué medida el uso de las TIC promueve o no la práctica de la enseñanza de la educación de adultos y jóvenes, la red de educación del municipio de Gandu-Ba. El objetivo central analiza cómo las TIC que contribuyen o no en la formación docente en práctica pedagógica de adultos y Educación de la juventud en la enseñanza de Gandu. Tenemos la intención de identificar que las TIC son parte de la práctica pedagógica en la enseñanza en el aula de Educación de adultos y jóvenes; lista de las dificultades encontradas en el maestro de la Praxis de la EJA para incorporar las TIC en su práctica pedagógica. La metodología fue un enfoque cualitativo, la adopción del investigación participante con respecto a los procesos procesales y cuestionario para la recolección de información. Los resultados muestran que el estudio permite un sustento teórico necesario para el profesor, que desea fortalecer su práctica educativa en el aula. El uso de la tecnología en el aula sólo tendrá sentido si se utiliza como mediación pedagógica, aprendizaje de los estudiantes mejora. Palabras clave: Formación docente. Tecnologías de la información y comunicación. Práctica pedagógica. Educación de adultos y jóvenes. 

scholarly journals PATOLOGIZAÇÃO E MEDICALIZAÇÃO DA EDUCAÇÃO

2020 ◽  
Vol 4 (2) ◽  
pp. e042011
Author(s):  
Karla Tonus ◽  
Lais Fernandes Silva
Keyword(s):  
High Schools ◽  
Teacher Training ◽  
Critical Analysis ◽  
School Failure ◽  
School Education ◽  
Junior High Schools ◽  
School Life ◽  
Training School ◽  
School Problems ◽  
Made In

Apresentamos os resultados de pesquisa de iniciação científica realizada no âmbito do curso de Licenciatura em Pedagogia do IFSP, Campus do interior. Tal pesquisa é feita a partir da análise crítica do crescente uso de medicalização da vida escolar. Fizemos o levantamento das escolas municipais do ensino fundamental I e II e a elaboração de questionários para compreender as concepções de professores e gestores a respeito dos temas fracasso escolar, patologização e medicalização da educação escolar. Ao final, realizamos as intervenções nas escolas, objetivando a reflexão sobre o tema a partir do princípio de que os problemas da escola devem ser resolvidos com medidas educacionais. Abstract: This study presents the results of a scientific initiation research carried out within the scope of the Teaching Degree course at IFSP. The research is based on a critical analysis of the growing usage of medicalization of school life. A survey about elementary and junior high schools was made in some towns of the countryside and a drafting of quizzes was conducted in order to understand teachers’ and managers’ conceptions about school failure, pathologization, and medicalization of school education. At the end, interventions were made at schools in order to reflect on the theme, assuming that school problems must be solved through educational measures.   Keywords: Teacher Training, School Failure, Medicalization.

scholarly journals Investigación en la formación docente. Una mirada desde el currículo / Research on teacher training. a glance from the curriculum

2015 ◽  
Vol 5 (10) ◽  
pp. 147
Author(s):  
Karem Vilchis Pérez
Keyword(s):  
Teacher Training ◽  
Personal A ◽  
Educación Primaria ◽  
Formación Docente

El presente artículo expone a grandes rasgos el lugar que ocupa “la investigación” dentro del currículo de los futuros docentes de educación primaria, como un elemento significativo dentro de las prácticas profesionales de los futuros docentes. El documento se divide en dos partes: la primera consiste en un análisis documental de las reformas de 1985, 1997 y 2012, considerando la teoría bajo las cuales ponderó su creación, así como las asignaturas o cursos que dieron soporte a las mismas, y la segunda nace de una reflexión personal, a partir de las conceptualizaciones que se ubicaron en cada uno de los documentos, concluyendo así con un cuestionamiento para la actual reforma.

scholarly journals ¿Qué se investiga en formación docente en educación física y en recreación? (What is researched in teacher training in physical education and recreation?)

Retos ◽  
2019 ◽  
pp. 3-8
Author(s):  
Juan Manuel Carreño Cardozo ◽  
Andrés Díaz Velasco ◽  
Sonia López Domínguez ◽  
José Alfonso Martín Reyes
Keyword(s):  
Content Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
Representative Sample ◽  
Teaching Practice ◽  
Research Trends ◽  
Analysis Methodology ◽  
Research Perspectives ◽  
Recreation And Tourism ◽  
Formación Docente

El escrito presenta resultados del proyecto La formación docente en los programas licenciatura en educación física y licenciatura en recreación y turismo, a partir de la muestra de algunas investigaciones representativas sobre formación docente en educación física y recreación y turismo. Con estos hallazgos, organizados con la metodología de análisis de contenido, se muestran algunas tendencias de las investigaciones que agrupan los principales rasgos de los estudios, con respecto a categorías construidas en la investigación. Además, se describen perspectivas de la investigación que han sido construidas para comprender tanto el concepto de formación docente como las experiencias que se relacionan con este como hecho dado, usualmente institucionalizado. Las tendencias de las investigaciones en este aspecto se dividen en: 1. Recomendaciones éticas, 2. Comparaciones entre programas, 3. Propuestas de ejes o componentes específicos y 3. Dificultades de la práctica docente. Para finalizar se proponen conclusiones que proyectan necesidades y posibilidades para la investigación sobre el tema. Abstract. The paper presents results of the project La formación docente en los programas licenciatura en educación física y licenciatura en recreación y turismo, from the representative sample of research on teacher training in physical education and recreation and tourism. These findings, organized using the content analysis methodology, shows trends in research by clustering the main traits of the studies considered based on categories built for this research. In addition, research perspectives built to understand both the concept of teacher training and experiences relating to it as a given, usually institutionalized fact, are described. Research trends in this area are divided into: 1. Ethical Recommendations 2. Comparisons between programs, 3. Proposals axes or components and 4. Difficulties of teaching practice. Finally, conclusions are drawn to project needs and possibilities for research on the topic proposed.

scholarly journals Análise da produção do conhecimento sobre a prática docente

2020 ◽  
Vol 13 (1) ◽  
pp. 56
Author(s):  
Ruth Catarina Cerqueira Ribeiro de Souza ◽  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Training ◽  
Knowledge Production ◽  
Teaching Practice ◽  
Academic Research ◽  
Academic Production ◽  
Cultural Transformations ◽  
Dialectical Approach ◽  
La Red

Com base na abordagem dialética, apresentam-se resultados parciais de pesquisa desenvolvida em Rede, sobre a produção acadêmica da temática “professores”. No percurso metodológico construído, a temática “professores” tem sido pesquisada a partir de três eixos: formação, profissionalização e trabalho docente. Neste artigo, opta-se pela discussão sobre o tema trabalho docente, nas produções acadêmicas, a partir dos posicionamentos ontológico, epistemológico, gnosiológico que são sustentados nos trabalhos. O artigo analisa como diferentes projetos de formação de professores inseridos no contexto de confrontos ideológicos atuais, discutem sobre a prática docente, seja em defesa de processos formativos de caráter hegemônicos ou de caráter contra hegemônicos. Conclui-se pela importância de precisar a fundamentação da concepção de prática docente, a fim de que, por meio da prática assumida como trabalho, os professores colaborem com projetos históricos de transformações políticas, sociais e culturais, conforme almejam os envolvidos com a formação e a profissionalização docente.Palavras-chave: Prática docente. Pesquisa acadêmica. Trabalho docente.Analysis of knowledge production about teaching practiceABSTRACTBased on the dialectical approach, partial results of research developed in the Network on the academic production of the theme teachers are presented. In the methodological path built, the theme of teachers has been researched from three axes: training, professionalization and teaching work. In this article, we opted for the discussion on the theme of teaching work, in academic productions, based on the ontological, epistemological, gnosiological positions that are sustained in the works. The article analyzes how different teacher training projects inserted in the context of current ideological confrontations, discusses teaching practice, whether in defense of hegemonic or counter-hegemonic training processes. It concludes by the importance of specifying the basis for the concept of teaching practice, so that, through the practice assumed as work, teachers collaborate with historical projects of political, social and cultural transformations, as those who work with training aspire. and teacher professionalization.Keywords: Teaching practice. Academic research. Teaching work.Análisis de la producción de conocimientos sobre la práctica docenteRESUMENBasado en el enfoque dialéctico, se presentan resultados parciales de la investigación desarrollada en la Red sobre la producción académica del tema profesores. En el camino metodológico construido, el tema de los docentes ha sido investigado desde tres ejes: formación, profesionalización y trabajo docente. En este artículo, optamos por la discusión sobre el tema del trabajo docente, en producciones académicas, basadas en las posiciones ontológicas, epistemológicas y gnosiológicas que se sostienen en los trabajos. El artículo analiza cómo diferentes proyectos de formación de maestros insertados en el contexto de confrontaciones ideológicas actuales, discuten la práctica docente, ya sea en defensa de los procesos de capacitación hegemónica o contrahegemónica. Concluye por la importancia de especificar la base del concepto de práctica docente, de modo que, a través de la práctica asumida como trabajo, los docentes colaboren con proyectos históricos de transformaciones políticas, sociales y culturales, como aspiran aquellos que trabajan con formación. y profesionalización docente.Palabras clave: Práctica docente. Investigación académica. Trabajo docente.

scholarly journals Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru

2021 ◽  
Vol 3 (1) ◽  
pp. 106-115
Author(s):  
Jane Ciumwari Gatumu ◽  
John Chandi Rugendo
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Student Teachers ◽  
School Administration ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
School Curriculum ◽  
Central Importance ◽  
Secondary School Curriculum ◽  
Research Findings

Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in the non-examined curriculum. The data collection was guided by activities they participated in, reasons for their participation, how the school administration supported their involvement and how this contributed to their self-fulfilment as teachers of quality.  The research findings indicate that student teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with learners that are entrusted to them. It emerged that their teaching of non-examined curriculum displayed their expertise which raised their morale when they were teaching the examined curriculum.  Precisely, their teaching of non-examined curriculum created a forum for student teachers to feature in their local communities, neighbourhoods and at the county level, which made them feel that they have something to offer to the wider society. Furthermore, the study highlights the student teachers’ concerns with developing identities as ‘teachers’ and the ample opportunities provided during teaching practice for them to try out what was learned during teacher training preparation.  Observing these 47 students depicted their high levels of passion, confidence, creativity and intrinsic motivation, features of quality preparation for teaching practice.  The study recommends the essence of investing in quality teacher training preparation programmes.

scholarly journals L’EXCLUSION PONCTUELLE DE COURS DANS L’ENSEIGNEMENT SECONDAIRE FRANÇAIS : LES EFFETS D’UNE PRATIQUE PUNITIVE BANALISÉE

2019 ◽  
Vol 54 (2) ◽  
pp. 245-264
Author(s):  
Julien Garric
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Middle Schools ◽  
Teaching Practice ◽  
School Dropout ◽  
Drop Out ◽  
School Life ◽  
Routine Treatment ◽  
Initial Teacher Training ◽  
Disciplinary Problems

In French secondary education, classroom exclusion is a routine treatment of disciplinary problems which contributes to school dropout. This article looks at the teaching practice of excluding students from class and their charge through school life services in three priority education middle-schools. It is based on interviews with the stakeholders of these institutions and on classroom and school life observations. The results reveal that this practice contributes to the construction of deviant careers for students. In light of this process that encourages student drop out, inclusive educational practices are discussed, especially regarding initial teacher training.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

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