Construção colaborativa de uma sequência didática: estratégias facilitadoras para a prática docente de professores de matemática

Resumo: Este artigo apresenta uma pesquisa que trata da contribuição da sequência didática como estratégia facilitadora para o ensino de matemática a partir de uma perspectiva colaborativa envolvendo quatro professores de uma instituição estadual do Rio de Janeiro. Nosso referencial teórico se baseou em Tardif, Shulman e Zabala. A busca por possibilidades de colaboração com a prática docente e o beneficiamento da aprendizagem dos alunos foram os principais objetivos que procuramos alcançar. Os instrumentos para coleta de dados foram mediados por entrevistas e questionários. Os dados foram analisados por Análise Textual Discursiva. Neste artigo, apresentamos as análises de um dos participantes. Os resultados e a construção colaborativa de uma sequência didática mostraram-se positivos para contribuir como estratégias facilitadoras à prática pedagógica desenvolvida pelos professores, assim como possibilitaram questionamentos e discussões sobre o tema trabalhado, projetando anseios e desafios que envolvem o fazer docente.Palavras-chave: Prática docente; Sequência didática; Análise textual discursiva. Collaborative construction of a didactic sequence: facilitating strategies for the teaching practice of teachers of mathematicsAbstract: This article presents research that deals with the contribution of the didactic sequence as a facilitating strategy for teaching mathematics, based on a collaborative research involving four teachers from a state institution in Rio de Janeiro city. Our theoretical reference was based on Tardif, Shulman and Zabala. The search for possibilities of collaboration with the teaching practice and the improvement of student learning were the main objectives that we seek to achieve. The instruments for data collection were interviews and questionnaires and the data were analyzed from Discursive Textual Analysis. Let us, in this article, present the analyses of one of the subjects. The results and the collaborative construction of a didactic sequence proved to be positive to contribute as facilitating strategies for the pedagogical practice developed by the teachers, as well as allowing questions and discussions on the theme worked, projecting concerns and challenges that involve teaching.Keywords: Teaching practice; Didactic sequence; Discursive textual analysis.

Download Full-text

O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽

10.18264/eadf.v8i1.610 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Emmanuele Maria Correia Costa ◽

Cleide Jane de Sá Araújo Costa

Keyword(s):

Distance Education ◽

Data Collection ◽

Learning Process ◽

Teaching And Learning ◽

Teaching Practice ◽

Virtual Classroom ◽

Pedagogical Practice ◽

Support Tools ◽

Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

Download Full-text

Perspectives of man submitted to penectomy

Revista de Pesquisa Cuidado é Fundamental Online ◽

10.9789/2175-5361.rpcfo.v12.8829 ◽

2020 ◽

pp. 573-578

Author(s):

Luiz Carlos Veiga Madriaga ◽

Silvia Sant'Anna Silva de Souza ◽

Gicélia Lombardo Pereira ◽

Beatriz Gerbassi Costa Aguiar

Keyword(s):

Data Collection ◽

Case Studies ◽

National Health ◽

Rio De Janeiro ◽

Structured Interview ◽

Health Council ◽

Janeiro City

Objective: this article aims to describe the perspectives of patient submitted submitted to penectomy and to know the perspectives of this patient after the penectomy. Methods: its a case study realized in a federal hospital of Rio de Janeiro city with two patients who were admitted to the hospital during 2017 and underwent to penectomy surgery. The data collection was realized during 2018 with a semi-structured interview. The participants were protected by the ethics principles established by the resolution 466/ 2012 of the National Health Council and this study was approved under the number 2.769.381. Results: it was found that penectomy in this case studies was the only therapy. Thereby, the desire of being among their family and to extend their life was determinants to adhere the therapy. Conclusion: it was concluded that even with the changes in their body, the penectomy was realized to extend the life.

Download Full-text

As relações de poder entre o coordenador pedagógico e o diretor da escola: algumas considerações

Revista Educação e Emancipação ◽

10.18764/2358-4319.v10n2p83-102 ◽

2017 ◽

pp. 83

Author(s):

Jane Cordeiro de Oliveira

Keyword(s):

Public School ◽

Data Collection ◽

Rio De Janeiro ◽

Power Relations ◽

Structured Interview ◽

Vertical Relations ◽

Data Collection Instrument ◽

Implicit Power ◽

Janeiro City ◽

The Coordinator

Este trabalho é parte de duas pesquisas qualitativas realizadas em 2009 e 2015, tendo como instrumento a entrevista semiestruturada com 12 coordenadores pedagógicos em 2009 e 18 coordenadores em 2015, atuantes em escolas públicas municipais da Cidade do Rio de Janeiro. O artigo discute os conflitos existentes nas relações de poder entre coordenador, professores e o diretor. As questões levantadas foram: Como o coordenador lida com os diretores e professores? Como as relações de poder interferem no seu trabalho? Os referenciais principais foram: Weber (2009), Barroso (2009), Polon (2009) e Souza (2006; 2012). As relações verticais presentes no cotidiano escolar revelam o poder implícito em categorias como: mediação, afetividade, autonomia e parceria são decorrentes da posição intermediária que o coordenador ocupa na hierarquia da gestão escolar.Palavras-chave: Coordenador Pedagógico. Relações de poder. Mediação.The power relations between the pedagogical coordinator and the director: some considerationsABSTRACTThis paper is part of two qualitative researches conducted in 2009 and 2015, in Rio de Janeiro city. Our questions: How does the pedagogical coordinator deal with the directors and teachers? How do the power relations influence his or her work? We used the semi-structured interview as data collection instrument with 12 pedagogical coordinators in 2009 and with 18 coordinators in 2015. The paper discusses the existing conflicts in the power relations between the coordinator and the diretor in two different moments of municipal public school policies. The most important references that dialogue with this paper are: Weber (2009), Barroso (2009), Polon (2009) and Souza (2006; 2012). The data revealed that the vertical relations present in school routine show implicit power disputes in the categories raised by the interviewees, such as “affectivity”, “autonomy” and “partnership”, resulting from the mediator position of the pedagogical coordinator in the hierarchy of school administration.Keywords: Pedagogical Coordinator. Power relations. Mediation.Las relaciones de poder entre el coordinador pedagógico y el director de la escuela: algunas consideracionesRESUMENEste artículo es parte de dos investigaciones cualitativas conducidas em 2009 y 2015, en la ciudad de Rio de Janeiro. Nuestras cuestiones: ¿Cómo el coordinador trata con los directores y con los profesores? ¿Cómo las relaciones de poder interfi eren en su trabajo? Utilizamos la entrevista semiestructurada como instrumento de colecta de datos, realizada con 12 coordinadores pedagógicos en 2009 y con 18 coordinadores en 2015. El artículo discute los confl ictos existentes en las relaciones de poder entre el coordinador y el director en dos momentos diferentes de las políticas vigentes en las escuelas públicas municipales. Los referenciales principales que dialogan con este estudio son: Weber (2009), Barroso (2009), Polon (2009) y Souza (2006; 2012). Los datos revelaron que las relaciones verticales presentes en el cotidiano escolar revelan disputas de poder implícitas en las categorías levantadas por los entrevistados como: “afectividad”, “autonomía” y “colaboración”, resultantes de la posición mediadora del coordinador pedagógico en la jerarquía de la gestión escolar.Palabras-clave: Coordinador Pedagógico. Relaciones de poder. Mediación.

Download Full-text

A INFLUÊNCIA DAS POLÍTICAS NO CURRÍCULO OFICIAL NA VISÃO DAS COORDENADORAS PEDAGÓGICAS

movimento-revista de educação ◽

10.22409/movimento2016.v0i4.a20911 ◽

2016 ◽

Author(s):

Jane Cordeiro Oliveira

Keyword(s):

Rio De Janeiro ◽

Teaching Practice ◽

Teacher Autonomy ◽

Educational Policies ◽

Curriculum Guidelines ◽

Janeiro City

O artigo mostra a influência das políticas educacionais globais no currículo da Cidade do Rio de Janeiro e como interferem na prática docente, na visão de coordenadoras pedagógicas entrevistadas. Apresentamos o panorama das políticas e seus documentos oficiais: Orientações Curriculares, Descritores e Cadernos de Apoio Pedagógico. Os dados revelaram que as coordenadoras consideram o currículo como “importante” pois os conhecimentos neles contidos são avaliados. Os documentos curriculares tolhem a autonomia do professor pois só conhecimentos mensurados são considerados relevantes.Palavras- chave: políticas educacionais, documentos curriculares, avaliação. The article shows the influence of global policies in the curriculum of Rio de Janeiro city and how they interfere with the teaching practice in the view of educational coordinators interviewed. We present the overview of the policies and their official documents: Curriculum Guidelines, Descriptors and Books of Pedagogical Support. The data revealed that the coordinators consider the curriculum “important” because the knowledge contained in them are evaluated. The curriculum documents stunt the teacher autonomy because only the measured knowledge is considered relevant.Keywords: educational policies, curriculum documents, evaluation.

Download Full-text

A INFLUÊNCIA DAS POLÍTICAS NO CURRÍCULO OFICIAL NA VISÃO DAS COORDENADORAS PEDAGÓGICAS

movimento-revista de educação ◽

10.22409/mov.v0i4.298 ◽

2016 ◽

Author(s):

Jane Cordeiro Oliveira

Keyword(s):

Rio De Janeiro ◽

Teaching Practice ◽

Teacher Autonomy ◽

Educational Policies ◽

Curriculum Guidelines ◽

Janeiro City

Download Full-text

PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS

Knowledge International Journal ◽

10.35120/kij31061905i ◽

2019 ◽

Vol 31 (6) ◽

pp. 1905-1910

Author(s):

Teuta Iljazi

Keyword(s):

Mathematics Teaching ◽

Teaching Practice ◽

Theory And Practice ◽

Early Years ◽

Teaching Mathematics ◽

Pedagogical Practice ◽

School Activities ◽

Mathematic Teaching ◽

The Subject ◽

The Impact

Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

Download Full-text

EDUCAÇÃO AMBIENTAL NA ESCOLA PÚBLICA: PESQUISA-AÇÃO COLABORATIVA PARA UMA FORMAÇÃO CRÍTICO-REFLEXIVA

Colloquium Humanarum ◽

10.5747/ch.2018.v15.n4.h396 ◽

2018 ◽

Vol 15 (4) ◽

pp. 128-133

Author(s):

Ariane Barilli de Mattos ◽

Raimunda Abou Gebran

Keyword(s):

Collaborative Research ◽

Teaching Practice ◽

Environmental Awareness ◽

Environmental Issues ◽

Pedagogical Practice ◽

Elementary And Secondary Education ◽

Attitudes And Behaviors ◽

Living Space ◽

Schooling Process ◽

Research Action

Education and the schooling process are ways that can contribute to the development of environmental awareness of individuals and promote changes in values, attitudes and behaviors, allowing the formation of ethical citizens and aware of their space and environment. Thus, a qualitative research, specifically a collaborative research-action, with teachers of a state public school of Elementary and Secondary Education, seeks to trigger a critical-reflexive process on the pedagogical practice of these professionals and build collectively educational actions related to environmental issues. It is hoped that the process can collaborate with the improvement of teaching practice when working with this theme and, consequently, to promote in students the environmental awareness of their living space.

Download Full-text

INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS

SASTRANESIA Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia ◽

10.32682/sastranesia.v8i2.1438 ◽

2020 ◽

Vol 8 (2) ◽

pp. 38

Author(s):

Siti Mariana Ulfa

Keyword(s):

Qualitative Research ◽

Data Analysis ◽

Data Collection ◽

Teaching Practice ◽

Data Presentation ◽

Analysis Techniques ◽

Thai Students ◽

The Impact ◽

Collection Methods ◽

Recording Techniques

AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems.

Download Full-text