scholarly journals O diálogo como experiência constituinte na formação inicial do professor de Matemática

2021 ◽  
Vol 16 ◽  
pp. 1-14
Author(s):  
Francisco Jeovane do Nascimento ◽  
Eliziane Rocha Castro ◽  
Luciana Rodrigues Leite ◽  
Maria Socorro Lucena Lima
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Qualitative Approach ◽  
International Integration ◽  
Initial Teacher Training ◽  
Theoretical Category ◽  
The University ◽  
Afro Brazilian ◽  
Mathematics Course

Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar

2019 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Estefani Cruz Vieira ◽  
Evaldo Ribeiro Oliveira
Keyword(s):  
Racial Diversity ◽  
Pedagogical Practice ◽  
School Environments ◽  
International Integration ◽  
Research And Practice ◽  
Derechos Humanos ◽  
History Of ◽  
The University ◽  
School Space ◽  
Afro Brazilian

ResumoO presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História.Ethnic-racial diversity: a pedagogical experience in non-school spaceAbstractThis article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling.Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolarResumenEste artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica pedagógica. Espacio no Escolar. Diversidad Étnico-Racial. Derechos humanos.

Technological Skills and Initial Teacher Training

2017 ◽  
Vol 8 (3) ◽  
pp. 39-54 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Education Technology ◽  
Primary Teacher ◽  
Professional Conduct ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Digital Skills ◽  
The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

scholarly journals What we Can Learn about Stick-Slip Dynamics

2010 ◽  
Vol 24-25 ◽  
pp. 343-348
Author(s):  
F. Di Liberto ◽  
E. Balzano ◽  
M. Serpico ◽  
F. Peruggi
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Undergraduate Students ◽  
Sliding Friction ◽  
Experimental Equipment ◽  
Training School ◽  
Stick Slip ◽  
Stick Slip Motion ◽  
The University ◽  
Slip Motion

Stick-Slip motion is the basis for the description of a great variety of phenomena characterized by the presence of sliding friction between bodies with elastic features. In this article a simple experimental equipment for the analysis of this kind of dynamics is described. A wide set of possible experimental observations and measures are presented. This equipment has been tested at the university of Napoli Federico II in courses for undergraduate students and in the teacher training school for secondary education.

scholarly journals (De)colonialidade na educação em administração: Explorando limites e possibilidades

2017 ◽  
Vol 25 ◽  
pp. 47
Author(s):  
Valério Carvalho Filho ◽  
Ana Sílvia Rocha Ipiranga ◽  
Alexandre De Almeida Faria
Keyword(s):  
Public Administration ◽  
Qualitative Methodology ◽  
International Integration ◽  
The Public ◽  
Teaching Research ◽  
The University ◽  
The Relationship ◽  
Afro Brazilian

This research considered the context of the University of International Integration of the Afro-Brazilian Lusophony (Unilab) to challenge the subjection of knowledge in general and, specifically, the refoundation of an epistemological pluriversal space in Public Administration. The guiding question of this research was: to what extent the experience of Unilab contributes to the decolonization of practices and knowledge in administration? The main objective is to understand the relationship between intercultural practices and the decolonization of knowledge in administration in the context of Unilab. The qualitative methodology involved an analysis of historical speeches compiled into a broad documentary base and interviews with various subjects, such as professors, students and academic managers active in Unilab. The analysis of the documentary and the narrative discourses of respondents were synthesized into the following categories: production of non-existences, present pasts and controversial latencies in favor of the expansion of the word in administration as a science. Although the practices regarding teaching, research and extension related to the public administration course of Unilab are considerably based on an epistemological universalist legacy, emerging practices interconnect with long-term decolonial latencies, transforming absences into presences and impossibilities into possibilities.

scholarly journals O campo de saber artístico nos currículos de formação de pedagogos e seu eco nas escolas

2021 ◽  
Vol 33 (69) ◽  
pp. 1373-1400
Author(s):  
Ana Cristina Moraes ◽  
Luis Távora Furtado Ribeiro
Keyword(s):  
Teacher Training ◽  
Theoretical Basis ◽  
Public University ◽  
Training Curriculum ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
The Arts ◽  
The University ◽  
E Mail ◽  
Bibliographic Study

* Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora na Universidade Estadual do Ceará (UECE). E-mail: [email protected]. ** Doutor em Sociologia pela Universidade Federal do Ceará (UFC). Professor titular da Faculdade de Educação da Universidade Federal do Ceará (UECE). Professor-pesquisador do convênio de colaboração entre a l’Université Paris I Panthéon-Sorbonne (Laboratoire Phare - Philosophie, Histoire et analyse des representations économiques), a linha de pesquisa Marxismo, educação e luta de classes (e-luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC) e o Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE), da Universidade Estadual do Ceará. Professor-pesquisador do Convênio de Colaboração entre o Programa de Mestrado em Antropologia de Iberoamérica da Universidade de Salamanca (MAI) e Linha de Pesquisa Marxismo, Educação e Luta de Classes (E-Luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC). E-mail: [email protected]. Resumo: O texto problematiza a legitimação das Artes como campo de saber nos currículos de cursos de Pedagogia. Reflete, pois, sobre formação inicial de pedagogos e o repertório artístico-cultural desses profissionais para atenderem às demandas escolares referentes ao ensino de Artes. Tomamos como base de fundamentação teórica, principalmente, a noção de campo de Bourdieu (2006; 2004; 1983) e sua idéia de consagração desse campo como um processo constituído relacionalmente. O trabalho traduz um estudo bibliográfico imerso no campo da Educação, guiado, entretanto, por reflexões sustentadas em observações e vivências estético-pedagógicas no âmbito da formação inicial docente, numa universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe a responsabilidade estratégica de garantir a ampliação de componentes curriculares que abranjam saberes em Artes.Palavras-chave: Campo de saber. Artes. Formação de pedagogos.  The field of artistic knowledge in the training curriculum of pedagogos and its echo in schools Abstract: The text problematizes the legitimization of the Arts as a field of knowledge in the curricula of Pedagogy courses. It reflects, therefore, on the initial formation of pedagogues and the artistic-cultural repertoire of these professionals to attend to the school demands related to the teaching of Arts. We take as theoretical basis mainly the notion of Bourdieu's field (2006, 2004, 1983) and his idea of ​​consecration of this field as a process constituted relationally. The work translates a bibliographic study immersed in the field of Education, guided, however, by reflections sustained in observations and aesthetic-pedagogical experiences in the scope of initial teacher training, in a Brazilian state public university. With the study, it is inferred that the university has the strategic responsibility to guarantee the expansion of curricular components that cover knowledge in Arts.Keywords: Field of knowledge. Arts. Formation of pedagogues.  El campo de saber artístico en los curriculos de formación de pedagogos y su eco en las escuelas Resumen: El texto problematiza la legitimación de las Artes como campo de saber en los currículos de cursos de Pedagogía. Refleja, pues, sobre formación inicial de pedagogos y el repertorio artístico-cultural de esos profesionales para atender a las demandas escolares referentes a la enseñanza de Artes. Tomamos como base de fundamentación teórica principalmente la noción de campo de Bourdieu (2006; 2004; 1983) y su idea de consagración de ese campo como un proceso constituido relacionalmente. El trabajo traduce un estudio bibliográfico inmerso en el campo de la Educación, guiado, sin embargo, por reflexiones sostenidas en observaciones y vivencias estético-pedagógicas en el ámbito de la formación inicial docente, en una universidad pública estatal brasileña. Con el estudio, se infiere que a la universidad cabe la responsabilidad estratégica de garantizar la ampliación de componentes curriculares que abarquen saberes en Artes.Palabras Clave: Campo de saber. Artes. Formación de pedagogos. Data de registro: 15/02/2019Data de aceite: 23/04/2020

scholarly journals Contribuições do CHIC para identificar o significado do Pibid na formação inicial de professores de matemática

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
MARIA APARECIDA SILVA DE SOUZA ◽  
SADDO AG ALMOULOUD
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Basic Education ◽  
Teaching Profession ◽  
Integration Theory ◽  
Multidimensional Data ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
Scholarship Program

ResumoEste trabalho objetiva mostrar parte dos resultados de uma pesquisa. Se insere no campo da formação inicial de professores e nasceu das reflexões acerca do Pibid (Programa Institucional de Bolsas de Iniciação a Docência) no curso de Licenciatura em Matemática. O programa, tem por finalidade apoiar a iniciação à docência de estudantes licenciandos, visando valorizar o magistério e contribuir para a elevação do padrão de qualidade da educação básica, pela integração: teoria, prática e universidade e escola. Para examinar os discursos, utilizamos a Análise de Dados Multidimensionais, empregando o método de análise de similaridade viabilizado pelo software CHIC: Classificação Hierárquica, Implicativa e Coesitiva. A análise pertmitiu afirmar que os significados são positivos para a formação inicial dos estudantes de Matemática. O Pibid contribuiu para o aprimoramento da formação desses sujeitos, oportunizando a prática, a reflexão sobre a prática, integrandotais significados em atividades de pesquisa e divulgação científica. Palavras-Chave: Pibid; Formação de professores; CHIC.AbstractThis work aims to show part of the results of a research. It is inserted in the field of initial teacher training and was born from the reflections about the Pibid (Institutional Scholarship Program) in the Mathematics Undergraduate course. The purpose of the program is to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of quality of basic education through integration: theory, practice and university and school. To examine the discourses, we used Multidimensional Data Analysis, using the method of similarity analysis made possible by the CHIC software: Hierarchical, Implication and Coefficient Classification. The analysis allowed affirming that the meanings are positive for the initial formation of the students of Mathematics. The Pibid contributed to the improvement of the training of these subjects, providing the practice, the reflection on the practice, integrating these meanings in activities of research and scientific dissemination.Keywords: Pibid; Teacher training; CHIC. 

scholarly journals Máster de secundaria: análisis de situación en la universidad española

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 183-208
Author(s):  
Víctor López Ramos ◽  
Rocío Yuste Tosina ◽  
Pello Urkidi Elorrieta ◽  
Daniel Losada Iglesias
Keyword(s):  
Teacher Training ◽  
Teaching Staff ◽  
Education Teacher ◽  
Initial Teacher Training ◽  
Great Heterogeneity ◽  
Professional Profile ◽  
Spanish Universities ◽  
Deans Of Education ◽  
The University ◽  
Implementation Data

Este artículo pretende dar respuesta a la preocupación surgida en la Conferencia de Decanos de Educación de las Universidades españolas sobre la implantación y desarrollo del Máster que habilita para la profesión docente en la enseñanza secundaria. Hemos tratado de aportar datos que sirvan como mapa de situación acerca de la realidad de estos estudios y las diferencias en su implantación. El trabajo se ha elaborado a partir de las respuestas obtenidas a un cuestionario que cumplimentaron 35 universidades, de las 72 que imparten el Máster en España. Los resultados muestran una gran heterogeneidad, principalmente, en cuatro aspectos: la oferta de plazas y de especialidades, la estructura del plan de estudios, el perfil profesional del profesorado que imparte docencia en el mismo y la realización del Practicum y del Trabajo de Fin de Máster. Del estudio, se concluye la necesidad de que el Máster deba gestionarse académicamente por los centros universitarios responsables de la formación inicial del profesorado, así como la exigencia de una clarificación precisa, por parte de las agencias de evaluación, que homogenice los criterios de acreditación para el conjunto de universidades y comunidades autónomas. This article aims to respond to the concern raised in the Conference of Deans of Education of Spanish Universities regarding the implementation and development of the Master’s Degree in Secondary Education Teacher Training. We aim to provide data that serve as a situation map about the reality of these studies and the differences in their implementation. Data were obtained through a questionnaire completed by 35 universities, of the 72 that teach this master’s in Spain. The results show a great heterogeneity, mainly in four aspects: the offer of seats and specialties, the structure of the curriculum, the professional profile of the teaching staff and the development of school trainings and master’s theses. The results highlight the need for the master’s to be managed academically by the university faculties in charge of initial teacher training, as well as the need for precise clarifications, on the part of the evaluation agencies, with a view to homogenizing accreditation processes for all universities.

scholarly journals Internalızatıon of Islamıc Values on Undergraduate Students Through The Baıtul Arqam

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Noor Amirudin ◽  
Hasan Basri
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Data Reduction ◽  
Qualitative Approach ◽  
Human Beings ◽  
Data Presentation ◽  
The University ◽  
Islamic Values

The purpose of this study is to find out the Islamic values internalized to the University of Muhammadiyah Gresik students who take Baitul Arqam and to find out the factors that influence the internalization of Islamic values to the University of Muhammadiyah Gresik (UMG) students who take Baitul Arqam. This study employed a qualitative approach that used observations, interviews, and documentation in data collection. The data was analyzed qualitatively through data reduction, data presentation, and verification. This research found that the internalization of Islamic values through the Baitul Arqam considered successful, in terms of cultivating morality, such as respecting lecturers and parents, the morals of fellow human beings, morals in doing daily interaction (mu’āmalah), as well as morality in worship. Supporting activities such as compulsory congregational prayers, sunnah prayers, and reciting Quran is also very important. Yet, there still needs to be a harder effort to motivate students to join Baitul Arqam wholeheartedly (ikhlās). Since this is a basis to gain knowledge according to Islamic perspectives.

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