scholarly journals FLEXIBILIZAÇÃO COMO PRINCÍPIO CURRICULAR DA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA

2018 ◽  
Vol 8 (15) ◽  
pp. 63-86
Author(s):  
Lucineide Mendes Pires ◽  
Lana de Souza Cavalcanti
Keyword(s):  
Teacher Education ◽  
Public Universities ◽  
Basic Education ◽  
Public Institutions ◽  
Educational Policies ◽  
Guiding Principle ◽  
Training Courses ◽  
Flexibility Training ◽  
Present Text ◽  
Methodological Strategy

O presente texto relata parte dos resultados de uma pesquisa que objetivou analisar o currículo de cursos de licenciatura em Geografia de instituições públicas federais e/ou estaduais, em diferentes contextos geográficos do país, tendo em vista o princípio de flexibilização curricular proposto pelas Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica (DCNs). Nesse recorte, num primeiro momento apresenta-se um conjunto de aspectos conceituais e outros elementos de contextualização das políticas educacionais e de currículo direcionadas para a formação de professores, com enfoque na flexibilização curricular. Por extensão, na sequência, situa-se a flexibilização como estratégia metodológica e princípio orientador da elaboração-organização dos currículos dos cursos de formação de professores de Geografia pesquisados. Para tanto, analisam-se a Resolução CNE/CP no 1/2002 e legislações/ normas complementares, bem como dez Projetos Pedagógicos de Cursos (PPC) de Licenciatura em Geografia desenvolvidos em universidades públicas (estaduais e federais), localizadas em diferentes regiões do país.PALAVRAS-CHAVEDCN. Flexibilização curricular. Formação de professores de Geografia.FLEXIBILITY AS A PRINCIPLE OF CURRICULUM OF GEOGRAPHY TEACHER TRAININGABSTRACTThe present text reports part of the results of a research that aimed to analyze the curriculum of undergraduate courses in Geography of federal and/or state public institutions in different geographic contexts of the country, considering the principle of curricular flexibilization proposed by the National Curricular Guidelines for the Education of Basic Education Teachers (DCNs). In this section, we present a set of conceptual aspects and other elements of contextualization of educational policies and curriculum directed towards teacher education, with a focus on curricular flexibility. By extension, in the sequence, it is located the flexibilization as methodological strategy and guiding principle of the elaboration- organization of the curricula of the training courses of geography teachers researched. For this purpose, CNE/CP Resolution 1/2002 and complementary legislation/norms are analyzed, as well as ten Pedagogical Projects of Courses (PPC) of Degree in Geography developed in public universities (state and federal), located in different regions of the country.KEYWORDSDCN. Curricular flexibility. Training of teachers of Geography.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

scholarly journals “A Química é uma área experimental!”: discursos sobre a experimentação em um curso de formação de professores de Química

2021 ◽  
Vol 43 ◽  
pp. e5
Author(s):  
Edson Frozza ◽  
Bruno Dos Santos PastorizaI
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Processes ◽  
Chemistry Teacher ◽  
Training Courses ◽  
Chemical Knowledge ◽  
The Relationship ◽  
Research Analysis

This study aimed to understand circulation of discourses that mobilize a conception about the relationship between Chemistry and experimentation in a Chemistry Degree course, assuming its role as a supervisor of practices and seeking to problematize its effects on teacher education and Basic Education. Theoretical and methodological bases of Discourse Analysis were used in the process of research, analysis and construction of the text. The analysis points to emergence of discourses based on a conception that Chemistry is essentially an experimental area and that produces and reproduces practices, whether in production of chemical knowledge, or in teaching and learning processes, which are fundamentally based on achievement of experiments. In relation to teaching, this conception runs through ideas which are possible to problematize, such as that of experiment itself is enough for learning and that Chemistry is learned by doing. The results presented in this work show the importance of rethinking practices that are naturalized in the chemistry teacher training courses.

scholarly journals Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Win Phyu Thwe ◽  
Anikó Kálmán
Keyword(s):  
Teacher Education ◽  
Curriculum Reform ◽  
Political Change ◽  
Basic Education ◽  
Teacher Educator ◽  
Economic Education ◽  
International Standards ◽  
National Education ◽  
Curriculum Framework ◽  
New Curriculum

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated.  In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

scholarly journals THE RELEVANCY OF SELF DEVELOPMENT AND ACADEMIC EXPATRIATES’ CAREER IN PUBLIC UNIVERSITIES OF MALAYSIA

2020 ◽  
Vol 5 (37) ◽  
pp. 253-269
Author(s):  
Irma Wani Othman ◽  
Muhammad Safuan Yusoff ◽  
Mohd Sohaimi Esa ◽  
Mohd Azri Ibrahim ◽  
Budi Anto Mohd Tamring ◽  
...  
Keyword(s):  
Higher Education ◽  
Host Country ◽  
Public Universities ◽  
Public Institutions ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
Global Issue ◽  
Self Development ◽  
To Come ◽  
Depth Interviews

The presence of international staff or independent expatriate academicians in the cross border higher education world today is indeed a global issue that brings benefits to the development of higher education worldwide. The decision taken by independent expatriate academicians to come to the host country to pursue a career as an academician will certainly have useful implications on the career they are pursuing. Through in-depth interviews based on a qualitative approach adopted on thirty (30) selected voluntarily respondents in three public universities, the objective of this study was to find out the implications on self-development of careers as independent expatriate academicians serving in the host country. From the findings received as a result of the interviews conducted, the implications for self-development in terms of the career which could be seen were (I) Promotion (II) Lucrative income (III) Security in Malaysia and (IV) Harmony in the workplace. From each finding stated by the respondents involved, it had been proven that the decision was taken by independent expatriate academicians to the host country in pursuing a career as an academician had given the positive implication that indirectly brought benefits to themselves. The implications for self-development on a career as an independent expatriate academician were also able to lead to the retention of human resources of independent expatriate academicians which can reduce the turnover rate in an organisation such as academics in Malaysian Public Institutions of Higher Learning.

scholarly journals A rede de educação, ciência e tecnologia no Contestado e a atuação para redução das desigualdades

2020 ◽  
Vol 11 (1) ◽  
pp. 33-46
Author(s):  
Eduardo Do Nascimento Karasinski ◽  
William Douglas Gomes Peres ◽  
Letíssia Crestani ◽  
Juciara Ramos Cordeiro ◽  
Fernanda Zanotti ◽  
...  
Keyword(s):  
Basic Education ◽  
Science And Technology ◽  
Public Institutions ◽  
Private Institutions ◽  
Santa Catarina ◽  
The Public ◽  
City Hall ◽  
Federal Institute ◽  
Education Science ◽  
The City

Neste artigo será apresentada uma perspectiva histórica dos acentuados índices de desigualdade socioeconômica observados atualmente no estado de Santa Catarina. Em seguida, serão descritos os eventos Semana do Contestado e Congresso Nacional do Contestado, bem como, estes contribuíram para o debate sobre esta problemática. No ano de 2018, o Instituto Federal de Santa Catarina, Prefeitura Municipal de Caçador e Museu do Contestado propuseram a criação de uma agenda de atividades em rede, como metodologia de abordagem para ações de educação, ciência e tecnologia. Portanto, este projeto teve como objetivo ampliar a divulgação científica e o debate sobre as desigualdades no Contestado. A comunidade organizada foi convidada para construir e executar diversas ações. Participaram instituições públicas, instituições privadas, coletivos de artistas e representantes de grupos sociais. Desta forma, o principal resultado obtido foi o sinergismo entre as atividades realizadas e o seu impacto no público de diversos segmentos. As ações em rede demonstraram maior capacidade de alcançar principalmente estudantes da educação básica, assim como, maior cooperação dos grupos e núcleos de pesquisa das instituições envolvidas em torno do Contestado. Palavras-chave: Ensino Fundamental; Desigualdades; Educação   The network of education, science and technology in the Contestado and the action to reduce inequalities Abstract: This article will present a historical perspective of the accented socioeconomic inequality rates observed in the state of Santa Catarina today. Then, the events “Semana do Contestado” and “Contestado Nacional Congress” will be described and as they contributed to the debate on this problem. In 2018, the Federal Institute of Santa Catarina, the city hall of Caçador and the Contestado museum proposed the creation of an agenda of network activities as a methodology for approaching education, science and technology actions. Therefore, this project aimed to expand scientific dissemination and debate about inequalities in the Contestado. The organized community was called upon to construct and execute various actions. Public institutions, private institutions, collectives of artists and representatives of social groups participated in these actions. In this way, the main result obtained was the synergism between the activities and their impact on the public of different segments. The actions in network demonstrated a higher capacity to reach mainly students of basic education, as well as, higher cooperation of the groups and research centers of the institutions involved around the Contestado. Keywords: Elementary School; Inequalities; Education

scholarly journals Desarrollo de una aplicación en el robot NAO H25 para la enseñanza y comprobación de la operación multiplicación con el método Maya

2019 ◽  
pp. 19-28
Author(s):  
Marco Antonio Gutierrez-Lugo ◽  
Marco Alberto Mendoza-Pérez ◽  
René Guadalupe Cruz-Flores
Keyword(s):  
Basic Education ◽  
Public Institutions ◽  
Computer Engineering ◽  
Design Development ◽  
Robotic Technology ◽  
Multiplication Operation ◽  
Teachers And Students ◽  
Analysis Design ◽  
The Moment ◽  
Research Document

This research document shows the development of an application implemented in the humanoid robot NAO H25, using the methodology of Analysis, Design, Development, Implementation and Evaluation (ADDIE). Currently, in most public institutions of basic education, there is no robotic technology that the teacher uses for teaching a particular subject. The purpose of the application is that it works as a didactic resource, with which teachers and students of basic education can use as a form of support for the teaching of the multiplication operation. This application is capable of making the NAO H25 robot explain the multiplication operation in an arithmetic way and carry out its verification by means of the Mayan method. When the application is implemented in the NAO H25 robot, it acts as a trainer in the topic of multiplications, following a didactic sequence as a form of support for the development of the explanation. For the moment, tests were carried out on a group of 32 students of the computer engineering degree at this university centre. Where it was found that 94% were interested in the robot acting as a capacitor. 97% would like more applications of this type to be made for learning other subjects. The development of the application is with the motive of obtaining a significant learning in the students of third year of basic education, fomenting the interest by the technology.

scholarly journals Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Adalberto Penha de Paula ◽  
Roberto Gonçalves Barbosa
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Public Universities ◽  
Theoretical Study ◽  
Paulo Freire ◽  
Natural Sciences ◽  
The People ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

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