scholarly journals PRÁTICA DE ESTÁGIO SUPERVISIONADO EM GEOGRAFIA NO ENSINO MÉDIO: PRÁXIS NA FORMAÇÃO DE PROFESSORES/AS EM UMA ESCOLA PÚBLICA ESTADUAL EM ÁREA RURAL DE IGACI/ALAGOAS

2019 ◽  
Vol 1 (3) ◽  
pp. 193
Author(s):  
Ricardo Santos de Almeida ◽  
Aparecida Mendonça Silva Germano

Este artigo resulta-se das reflexões realizadas ao longo do Estágio supervisionado IV, no curso de Geografia modalidade a distância da Universidade Federal de Alagoas (UFAL) e objetiva-se por descrever e analisar as práticas metodológicas vivenciadas no período de seis semanas em uma escola pública estadual, dos resultados apresentados à interação dos futuros professores com turmas do ensino médio proporcionam um aprendizado importante e ganho de habilidades e competências que servem de base para o futuro profissional. Para esta análise foram utilizados referenciais teóricos como Libâneo, Freire e Pimenta, e utilização do plano de aula que foi acompanhando pelo professor responsável pelo estágio, foram analisados documentos da escola como Projeto Político Pedagógico e relatórios institucionais que serviram de base para a sistematização, assim as reflexões estão divididas em seções: o ensino de geografia em discussão: a escola como espaço de produção do conhecimento por se entender que é fundamental conhecer a escola e seu entorno para se buscar valorizar a realidade local dos alunos/as, o estudante como agente no processo de construção do conhecimento, o professor como agente de transformação: ações metodológicas utilizadas pelo professor-regente em sala de aula e uma descrição do Diário das atividades: Regência uma ação prática do ensino de Geografia.  STUDY PRACTICE SUPERVISED IN GEOGRAPHY IN MIDDLE SCHOOL: PRACTICE IN THE TRAINING OF TEACHERS IN A STATE PUBLIC SCHOOL IN RURAL AREA OF IGACI/ALAGOAS Abstract: This article is a result of the reflections carried out along the supervised stage IV, in the course of Geography distance modality of the Universidade Federal de Alagoas (UFAL) and aims to describe and analyze the methodological practices experienced in the six-week period in a state public school, of the results presented to the interaction of the future teachers with high school classes provide important learning and gain of skills and competences that are the basis for the future professional. For this analysis, theoretical references such as Libâneo, Freire and Pimenta were used, and the use of the lesson plan that was followed by the teacher responsible for the internship, analyzed documents of the school as a Political Pedagogical Project and institutional reports that served as a basis for systematization. the reflections are divided into sections: geography teaching under discussion: the school as a space for the production of knowledge because it is understood that it is fundamental to know the school and its surroundings in order to seek to value the local reality of the students, the student as an agent in the process of knowledge construction, the teacher as agent of transformation: methodological actions used by the teacher-regent in the classroom and a description of the Diary of the activities: Regence a practical action of the teaching of Geography.

Terr Plural ◽  
2020 ◽  
Vol 14 ◽  
pp. 1-23
Author(s):  
Flavia Cristina Coletti ◽  
Marquiana de Freitas Vilas Boas Gomes

The relation between the city and education is a way for citizenship formation, and the scholar geography can help in this process. This paper discusses results of an action-research performed with high school young people in a public school in Guarapuava to verify how young people’s daily knowledge can be appropriate for geography teaching as a way of geographic thought development. Leisure places were chosen as heme and it was applied one didactic sequence, which collected data using a questionnaire, mental maps, field research, and conversation circle. It was verified mechanisms in the set of contents, concepts, and procedures of school geography, for the formation of citizenship in young people, as the recognition of problems, the construction of solutions aiming to read, interpret and act on the city.


2012 ◽  
Author(s):  
Debra Casado ◽  
Nancy Fenton ◽  
Dawn Framstad ◽  
Rhinehart Lintonen ◽  
Patrick MacLaughlin ◽  
...  

2010 ◽  
Author(s):  
Shirley Collins ◽  
Mary Jarvis ◽  
Don Kober ◽  
Brian LeCloux ◽  
Trudy Loop ◽  
...  

Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika untuk sekolah menengah pertama yaitu kurikulum Silabus, Rencana Pembelajaran dan Lembar Kerja Siswa 2013 tentang statistik dan probabilitas dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan model pengembangan oleh Borg dan Gall yang dimodifikasi oleh Sugiyono (2008) melalui langkah-langkah: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; (4) validasi desain; (5) revisi desain; (6) uji coba kelompok kecil; (7) revisi produk; (8) uji coba kelompok besar; (9) revisi produk. Pada tahap potensi dan masalah, para peneliti melakukan analisis potensi dan masalah. Kemudian, peneliti mengumpulkan data yang diperlukan sebagai referensi untuk desain perangkat pembelajaran matematika yang akan dikembangkan. Desain perangkat pembelajaran yang telah dikembangkan kemudian divalidasi oleh tiga validator dan direvisi berdasarkan saran validator. Hasil perancangan perangkat pembelajaran kemudian diujicobakan dalam uji coba kelompok kecil yang subjeknya 8 siswa kelas VII SMP Negeri 23 Pekanbaru. Setelah dicoba dalam uji coba kelompok kecil, kemudian direvisi berdasarkan kuesioner dari siswa yang mengikuti uji coba kelompok kecil. Setelah itu, para peneliti melakukan uji coba dalam kelompok besar yang subjeknya adalah 39 siswa kelas VII SMP Negeri 23 Pekanbaru, direvisi lagi dan disempurnakan. Berdasarkan hasil analisis dan diskusi data, perangkat pembelajaran yang telah dikembangkan valid yang nilai untuk Silabus adalah 3,39, rata-rata nilai untuk 5 Rencana Pelajaran adalah 3,41. Nilai rata-rata untuk 5 Lembar Kerja Siswa adalah 3,34. Lembar Kerja Siswa yang telah dikembangkan adalah persyaratan praktis yang memenuhi syarat untuk digunakan oleh siswa sekolah menengah pertama.   This research aimed to develop mathematics learning device for junior high school that are Syllabus, Lesson Plan and Students Worksheet curriculum 2013 on statistics and probability by used problem based learning model. This research use development model by Borg and Gall modified by Sugiyono (2008) through the steps : (1) potentials and problems; (2) data collection; (3) design product; (4) validation of design; (5) revision of design; (6) small group trial; (7) revision of product; (8) large group trial; (9) revision of product. At potentials and problems stage, the researchers conducted analysis of potentials and problems. Then, researchers collect the necessary data as reference to design of mathematics learning device that will be developed. Design of learning device that had been developed then validated by three validators and revised based on validator suggestion. The result of learning device design and then try out in small group trial which subjects are 8 students of VII SMP Negeri 23 Pekanbaru. After try out in small group trial, then it revised based on questionnaire from the students who take the small group trial. After that, the researchers conducted try out in large group trial which subjects are 39 students of VII SMP Negeri 23 Pekanbaru, revised again and refined. Based on result of data analysis and discussion, learning device that had been developed is valid which value for Syllabus is 3,39, the average of value for 5 Lesson Plan are 3,41. The average of value for 5 Students Worksheet are 3,34. Students Worksheet that had been developed is qualify practical requirement to used by students of junior high school.


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