scholarly journals THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

2019 ◽  
Vol 16 (33) ◽  
pp. 118-129
Author(s):  
V. de A. FRANCO ◽  
E. BEDIN
Keyword(s):  
High School ◽  
Basic Education ◽  
Second Graders ◽  
Third Graders ◽  
Pedagogical Practices ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Chemistry Teaching ◽  
Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

scholarly journals Formação Continuada para Professores de Física e de Matemática: Possibilidade de Integração de Recursos Tecnológicos na Prática Pedagógica

2018 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Marli Teresinha Quartieri ◽  
Maria Madalena Dullius ◽  
Italo Gabriel Neide ◽  
Teresinha Aparecida Faccio Padilha ◽  
Raiza Betania Halmenschlager
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Physics Classes ◽  
And Mathematics ◽  
Planned Activities ◽  
Mathematics And Physics

O uso de recursos tecnológicos ainda merece estudos e pesquisas, em especial para que seja efetivamente integrado na prática pedagógica dos docentes da Educação Básica. Este artigo pretende socializar resultados de um curso de formação continuada ofertado a professores de Física e de Matemática que teve o intuito de integrar recursos tecnológicos nas aulas destas disciplinas. Durante os encontros foram problematizadas e exploradas atividades, com o uso de tablets e computador, envolvendo conteúdos da Física e da Matemática, bem como planejadas atividades pelos participantes. A pesquisa de cunho qualitativo apresenta características de estudo de caso. Os instrumentos de coleta de dados foram questionários, filmagens das discussões de todos os encontros e relatórios de atividades desenvolvidas pelos participantes em suas aulas. Os resultados apontam que o compartilhamento de experiências, os momentos de planejamento em conjunto e as atividades exploradas proporcionaram confiança e segurança para a integração dos recursos tecnológicos nas aulas, pois os participantes desenvolveram atividades, em sua prática pedagógica, usando estas ferramentas. Os professores foram unânimes em comentar a produtividade do uso de recursos tecnológicos nas aulas de Matemática e Física. Destaca-se que o curso também proporcionou momentos de conhecimentos em relação aos conteúdos explorados.Palavras-chave: Formação Continuada. Recursos Tecnológicos. Ensino de Física e Matemática.AbstractThe use of technological resources still deserves studies and research, especially in order to be effectively integrated into the pedagogical practice of Basic Education teachers. This article aims to socialize results of a continuing education course offered to Physics and Mathematics teachers, which was designed to integrate technological resources in Physics and Mathematics classes. Throughout the meetings, several activities were explored and problematized through the use of tablets and computers, involving subjects from Physics and Mathematics. In addition, the participants also planned activities. This qualitative research can be characterized as a case study. The data collection instruments were questionnaires, filming from the discussions of all meetings, and reports on the activities developed by the participants on their classes. The results show that the sharing of experiences, the moments of joint planning and the explored activities provided trust and security for the integration of technological resources on classes, because the participants developed activities in their pedagogical practices using such tools. Teachers were unanimous in commenting about the productivity of the use of technological resources in Mathematics and Physics classes. It is noted that the course also provided moments of knowledge related to the subjects explored.Keywords: Continuing Education. Technological Resources. Physics and Mathematics Education.

scholarly journals Alfabetização na EJA e os indicadores do INAF: um olhar frente às práticas pedagógicas

2021 ◽  
Vol 14 (3) ◽  
pp. 233
Author(s):  
Maria Eurácia Barreto de Andrade ◽  
Thaís Costa de Freitas
Keyword(s):  
High School ◽  
Basic Education ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
Palabras Clave ◽  
De Se ◽  
Training Professionals ◽  
Literacy Process ◽  
Keywords Education

O presente artigo apresenta reflexões sobre Alfabetização e Práticas Pedagógicas na Educação de Jovens e Adultos (EJA), como recorte de uma pesquisa mais ampla, realizada no Colégio Entre Fios, no ano de 2018, objetivando compreender se as práticas pedagógicas realizadas nos últimos anos do Ensino Médio na EJA contribuem com o processo de alfabetização; para tanto, foram aplicadas situações do INAF com educandos da EJA do terceiro tempo formativo, nos eixos VI e VII. No âmbito metodológico, constitui-se como uma pesquisa qualitativa, com imersão no estudo de caso. Nessa tessitura, respaldam nossos estudos, prioritariamente, as teorias de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), dentre outros que contribuem para melhor compreender a temática em tela, além de pesquisas realizadas em meios eletrônicos e revistas, que nos permitem tecer relevantes fios sobre a referida abordagem. Nessa trama que engloba alfabetização no lócus da pesquisa, podemos perceber que os estudantes pesquisados apresentam níveis assustadores de analfabetismo, considerando que já estão na última etapa da Educação Básica. O resultado deste estudo evidencia a necessidade de investimento com políticas públicas voltadas para a Educação de Jovens e Adultos; a relevância da formação de profissionais na área e a necessidade de se refletir sobre a alfabetização no âmbito do Ensino Médio, no considerado “ensino regular”.Palavras-chave: Educação; Alfabetização de Jovens e Adultos; Analfabetismo.Literacy at Eja and Inaf indicators: a look across pedagogical practicesAbstractThis article presents reflections on Literacy and Pedagogical Practices in the Youth and Adult Education (EJA), as part of a broader research, carried out at Colégio Entre Fios, in 2018, aiming to understand if the pedagogical practices carried out in the last years of High School in the EJA contribute to the literacy process; for this purpose, INAF situations were applied with EJA students from the third training period, in axes VI and VII. In the methodological scope, it is a qualitative research, with immersion in the case study. We bring, in this texture, to support our studies, primarily the theories of Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), among others that contribute to better understanding the theme at hand, in addition to a research carried out in electronic media and magazines, which allow us to better understand relevant threads about this approach. In this plot that encompasses literacy in the locus of research, we can see that the students surveyed have frightening levels of iliteracy, considering that they are already in the last stage of Basic Education. The result of this study highlights the need for investment in public policies aimed at the Education of Young people and Adults; the relevance of training professionals in the area and the need to reflect on literacy in the context of high school, in what is considered “regular education”.Keywords: Education; Literacy for youth and adults; Illiteracy.Alfabetización en la Eja e los indicadores del Inaf: una mirada a través de prácticas pedagógicasRESUMENEste artículo presenta reflexiones sobre Alfabetización y Prácticas Pedagógicas en Educación de Jóvenes y Adultos, como parte de una investigación más amplia, realizada en el Colégio Entre Fios, en 2018, con el objetivo de comprender si las prácticas pedagógicas realizadas en los últimos años de Educación Secundaria en EJA contribuyen al proceso de alfabetización; para ello, se aplicaron situaciones del INAF con alumnos de EJA del tercer período formativo, en los ejes VI y VII. En el ámbito metodológico, se trata de una investigación cualitativa, con inmersión en el estudio de caso. Traemos, en esta textura, para sustentar nuestros estudios, principalmente las teorías de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), entre otras que contribuyen a comprender mejor el tema en por otra parte, además de las investigaciones realizadas en medios electrónicos y revistas, que nos permiten tejer hilos relevantes sobre este enfoque. En esta trama que engloba la alfabetización en el locus de investigación, podemos observar que los estudiantes encuestados tienen niveles de analfabetismo alarmantes, considerando que ya se encuentran en la última etapa de Educación Básica. El resultado de este estudio destaca la necesidad de invertir en políticas públicas orientadas a la Educación de Jóvenes y Adultos; la relevancia de la formación de profesionales en el área y la necesidad de reflexionar sobre la alfabetización en el contexto del bachillerato, en lo que se considera “educación regular”Palabras clave: Educación; Alfabetización para jóvenes y adultos; Analfabetismo.

The Implementation of a “Function” Approach to Introductory Algebra: A Case Study of Teacher Cognitions, Teacher Actions, and the Intended Curriculum

1996 ◽  
Vol 27 (5) ◽  
pp. 582-602 ◽  
Author(s):  
David H. Haimes
Keyword(s):  
High School ◽  
Western Australia ◽  
Ninth Grade ◽  
Pedagogical Practices ◽  
Function Approach ◽  
Curriculum Content ◽  
Intended Curriculum ◽  
Content Coverage ◽  
Teacher Actions

This article reports a case study set in the context of a “function” curriculum approach to introductory algebra and involving a teacher and her ninth-grade class in a high school in Western Australia. The expectation that the teacher's actions would reflect the teaching philosophy implied in the curriculum was not supported by the study's findings. Instead, the teacher gave priority to curriculum content coverage, emphasized methods and procedures, and adopted teacher-focused pedagogical practices.

scholarly journals Modelos mentais relacionados ao aprendizado de cálculos para folhas de pagamento em um curso técnico

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00753
Author(s):  
Diny Gabrielly de Miranda Martins ◽  
Dandara Lorrayne do Nascimento
Keyword(s):  
High School ◽  
Human Resources ◽  
Mental Models ◽  
Qualitative Case Study ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Reasoning Strategies ◽  
Recursos Humanos ◽  
Quality Learning

Foi realizado um estudo de caso qualitativo, com 24 alunos de um curso técnico em Recursos Humanos, com o objetivo de verificar quais são os modelos mentais que esses estudantes possuem sobre cálculos para folhas de pagamento. Ao utilizar um questionário e realizar entrevistas semiestruturadas, a fim de investigar os possíveis níveis de evolução dos modelos mentais dos estudantes, as análises mostraram que 17% dos alunos são não modeladores, ou seja, não possuem nenhuma estratégia de pensamento sobre o tema, mesmo que este já tenha sido ministrado ao longo do Ensino Fundamental e Médio. Além disso, foi observada a importância em considerar as estratégias de raciocínio dos alunos, não considerando apenas os “erros” ou “acertos” nas questões propostas. Pode-se considerar que dentro do mesmo curso diversos alunos apresentaram modelos mentais diferentes uns dos outros mesmo recebendo a mesma instrução. Esse resultado mostra a importância da reflexão sobre as práticas didático-pedagógicas utilizadas em sala de aula, uma vez que o intuito é proporcionar a todos os alunos uma aprendizagem efetiva e de qualidade que perdure ao longo da vida. Palavras-chave: Modelos mentais. Curso técnico. Matemática.   Mental models related to calculus learning for payrolls in a technical course Abstract A qualitative case study was carried out with 24 students from a technical course in Human Resources, with the objective of verifying what are the mental models that these students have on payroll calculations. When using a questionnaire and conducting semi-structured interviews, in order to investigate the possible levels of evolution of the students' mental models, the analyzes showed that 17% of the students are non-modelers, in other words they do not have any thinking strategy on the theme, even ifit has already been taught throughout Elementary and High School. In addition, the importance of considering the students' reasoning strategies was observed, not only considering the “mistakes” or “successes” in the proposed questions. It can be considered that, within the same course, several students presented different mental models from each other even receiving the same instruction. This result shows the importance of reflecting on the didactic-pedagogical practices used in the classroom, since the aim is to provide all students with effective and quality learning that lasts throughout their lives. Keywords: Mental models. Technical Course. Mathematics.

scholarly journals Embeddings or disembeddings? A discussion about Physical education and proposals for high school

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Roseli Belmonte Machado ◽  
Denise Grosso Da Fonseca ◽  
Natacha da Silva Tavares
Keyword(s):  
High School ◽  
Secondary Education ◽  
Physical Education ◽  
Basic Education ◽  
Educational Policies ◽  
Physical Education Teachers ◽  
Teaching Model ◽  
Pedagogical Practice ◽  
Last Stage ◽  
The Relationship

In addition to discussing Physical Education and its curricula from the advent of recent educational policies, this article also proposes to move an important debate on the last stage of Basic Education, High School. This article presents analyses developed from the research that aimed to reflect on the inclusion of Physical Education in the Languages Area, discussing the relationship between the curricular proposals for Basic Education and the pedagogical practice of Physical Education teachers in High School. The methodology was based on Foucault’s studies. We intend to show that projects for training and formatting individuals have been placed in society and the current Brazilian reality, especially in the case of secondary education. We understand that these training projects are transposed with other discourses in order to gain the empathy and compliance of the population, which had long been questioning the organization and the teaching model. However, this is in fact a setback because, instead of reformulating methodologies and allowing knowledge to make sense for students, it causes them to remove from their formation that which does not seem interesting or useful to them, and, if in the future these individuals identify those gaps, they will be solely responsible for solving them.

scholarly journals JURY SIMULATED AS PROPOSED FOR THE APPROACH OF FUELS IN ELEMENTARY EDUCATION

2016 ◽  
Vol 13 (25) ◽  
pp. 72-81
Author(s):  
Ana Maria Rodrigues ANDRADE ◽  
Suzana Pedroza da SILVA ◽  
Carina Siqueira MORAIS ◽  
José Euzebio SIMÕES NETO
Keyword(s):  
Elementary Education ◽  
Chemical Structure ◽  
Basic Education ◽  
Teaching Strategy ◽  
Chemistry Teaching ◽  
Daily Lives ◽  
Chemical Knowledge ◽  
The Subject ◽  
The City

Fuels are materials that possess the ability to release energy when there is change in the chemical structure, and are part of everyone's life in society, including students of basic education. This work aims to analyze the potential of teaching strategy Jury Simulated in the construction of chemical knowledge on fuels approach, in perspective of development conceptual, procedural and attitudinal. The survey was conducted in a municipal public school in the city of Carnaíba, countryside of Pernambuco, in Primary Education II, using as main pivot axis of a fictional case study about the closing of a gas station. To obtain the data, was use as research tools: notes the observation of the field during the course of the jury and interviews with students. After completion of the jury, students demonstrated arguments and more profound chemical knowledge on the subject, and prove motivated and interested throughout the process. It was concluded that the simulated jury performed in a powerful didactic and methodological strategy, effective and interesting for addressing chemical knowledge related to the daily lives of students, in case the fuels, issue not yet worked in recreational activities in chemistry teaching.

scholarly journals Representações sociais do aquecimento global: contribuições para aulas de Química na educação básica

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Carlos Ventura Fonseca
Keyword(s):  
Global Warming ◽  
Professional Education ◽  
School Environment ◽  
Basic Education ◽  
Social Representations ◽  
Human Action ◽  
Chemistry Teaching ◽  
The Social ◽  
Multiple Case

Resumo: Este artigo propõe descrever uma investigação qualitativa, caracterizada como estudo de casos múltiplos, que envolveu duas turmas do ensino médio integrado à educação profissional. A pesquisa pretendeu investigar quais seriam as representações sociais do aquecimento global apresentadas pelos sujeitos e como estas poderiam colaborar com o planejamento e a qualificação do ensino de Química, no contexto mencionado, tendo em vista seu caráter controverso. Os dados foram coletados por meio de questionário e interpretados por meio da análise de conteúdo. Os resultados mostraram que as turmas parecem ancorar suas considerações sobre o aquecimento global na ideia de um fenômeno que ocasiona destruição e é causado pela poluição produzida pela ação humana. No tocante ao caráter cientificamente discutível do fenômeno, é predominantemente ausente a articulação de um componente crítico capaz de ancorar-se em discussões contrárias às concepções apresentadas. Conclui-se que essa investigação, no domínio da Educação em Química, converge com o rol de resultados de outras pesquisas que entrelaçam a sala de aula e as representações sociais, ou seja, expõem o conteúdo das teorias coletivas sobre a realidade, mostrando os desvios que este pode apresentar em relação às imagens reais do conhecimento científico. O trabalho alinha-se, ainda, com a perspectiva de pensar o ambiente escolar como lócus de continuidade/descontinuidade entre a cultura elaborada e a cultura cotidiana, enfatizando a relevância de investigações dessa natureza.Palavras-chave: Ensino de Química. Representações Sociais. Aquecimento Global. SOCIAL REPRESENTATIONS OF GLOBAL WARMING: CONTRIBUTIONS TO CHEMISTRY CLASSES IN BASIC EDUCATION Abstract: This article proposes to describe a qualitative investigation characterized as a multiple case study involving two classes of high school integrated to professional education. The research sought to investigate the social representations of global warming presented by the subjects and how they could collaborate with the planning and qualification of the teaching of Chemistry in the aforementioned context considering its controversial character. Data were collected through a questionnaire and interpreted through content analysis. The results showed that the classes seem to anchor their considerations about global warming in the idea of a phenomenon that causes destruction and is caused by the pollution produced by human action. Regarding the scientifically debatable nature of the phenomenon, it is predominantly absent the articulation of a critical component capable of anchoring itself in discussions contrary to the conceptions presented. It is concluded that this research in the field of Education in Chemistry converges with the roll of results of other research that intertwine the classroom and social representations, that is, expose the content of collective theories about reality, showing the deviations which it can present in relation to the real images of scientific knowledge. The work is also aligned with the perspective of thinking the school environment as a locus of continuity / discontinuity between the elaborated culture and the daily culture, emphasizing the relevance of investigations with this nature.Keywords: Chemistry teaching. Social Representations. Global warming.

scholarly journals CONCEPÇÕES DE ESTUDANTES DO ENSINO MÉDIO SOBRE A RELEVÂNCIA DO COMPONENTE CURRICULAR DE QUÍMICA

2018 ◽  
Vol 1 ◽  
pp. 3
Author(s):  
Mônica Da Silva Gallon ◽  
Carla Melo Silva ◽  
Lorita Aparecida Veloso Galle ◽  
Zulma Elisabete De Freitas Madruga
Keyword(s):  
High School ◽  
Basic Education ◽  
Daily Life ◽  
School Experiences ◽  
Effective Practices ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
School Year ◽  
Education Science ◽  
Teaching Conceptions

O presente estudo aborda as concepções iniciais de estudantes do 1º ano do Ensino Médio sobre a relevância do componente curricular de Química. Assim, o problema central da pesquisa é: Quais as concepções iniciais de estudantes do 1º ano do Ensino Médio sobre a relevância do componente curricular de Química?. A investigação foi realizada com estudantes de três turmas do 1º ano do Ensino Médio, totalizando 69 participantes, com idade média de 16 anos, pertencentes a uma escola pública estadual da região do Vale do Sinos, RS, Brasil. Para coleta de dados, o professor perguntou aos estudantes: Qual a relevância que você percebe na Química? Cabe ressaltar que o questionamento foi realizado por escrito na primeira semana de aula do ano letivo de 2016, antes do professor do referido componente iniciar o trabalho relacionado aos conteúdos para aquele ano. O material coletado foi analisado por meio de Análise Textual Discursiva (MORAES; GALIAZZI, 2013). A análise possibilitou compreender que os estudantes apresentam concepções distintas sobre a relevância do componente curricular de Química. Acredita-se que tais concepções tenham sido construídas por meio de vivências escolares, durante os anos anteriores de escolarização, e fortalecidas no 9º ano do Ensino Fundamental, onde o componente de Ciências aborda tópicos relativos à Química, ou ainda, a partir do cotidiano desses estudantes. Os resultados obtidos podem auxiliar os professores deste componente curricular no sentido de desenvolverem práticas mais efetivas que proporcionem aos estudantes compreender a real função e relevância do estudo da Química, enquanto ciência.Palavras-chave: Educação Básica. Ensino de Ciências. Ensino de Química. Concepções dos Estudantes. Química. ABSTRACTThe present study approaches the initial conceptions of students of the 1st year of High School on the relevance of the curricular component of Chemistry. Thus, the central problem of the research is: What are the initial conceptions of students of the 1st year of High School on the relevance of the curricular component of Chemistry? The research was carried out with students from three classes of the 1st year of High School, totaling 69 participants, with a mean age of 16 years, belonging to a state public school in the region of Vale do Sinos, RS, Brazil. For data collection, the teacher asked the students: How relevant do you perceive in chemistry? It should be noted that the questioning was done in writing in the first week of class in the 2016 school year, before the professor of chemistry began to work with the planned the course for that year. The collected material was analyzed through Discursive Textual Analysis, (MORAES; GALIAZZI, 2013). With the analysis it was possible to understand that the students pointed out different conceptions about the relevance of the curricular component of Chemistry. It is believed that such conceptions were constructed through school experiences, during the previous school years and emphasised in the 9th year of Elementary School, where the Science component covers topics related to Chemistry, or even, from the daily life of these students. The collected data can help the teachers from this subject to develop more effective practices that allow students to understand the real function and relevance of the study of Chemistry as a science.Keywords: Basic education. Science teaching. Chemistry teaching. Conceptions of Students. Chemistry.

scholarly journals Reflexões Sobre o Ensino de Artes/Música na Educação Básica no Atual Cenário

2021 ◽  
Vol 6 (10) ◽  
pp. 69
Author(s):  
Lucian José de Souza Costa ◽  
Áureo Déo DeFreitas Júnior
Keyword(s):  
High School ◽  
Metropolitan Area ◽  
Music Teachers ◽  
Basic Education ◽  
Clear Vision ◽  
Current Context ◽  
The City ◽  
Bibliographic Study

ResumoEste trabalho é um recorte de pesquisa de mestrado que teve como objetivo investigar como ocorre a formação inicial e continuada dos professores de Artes/música na Educação Básica na Use 11. Neste recorte apresentamos o ensino de artes/música no atual contexto de algumas escolas da região metropolitana de Belém. Esta pesquisa desenvolve-se por meio de um estudo bibliográfico e de um estudo de caso. A metodologia aplicada parte de um levantamento bibliográfico preliminar sobre os assuntos, envolvendo o tema desta pesquisa, realizado em fontes infográficas, posteriormente, foi feita a leitura dos textos, com base nas orientações de Severino (2007), e o método escolhido foi o Estudo de Caso. Os resultados permitem verificar que os profissionais da área de Artes, com habilitação no ensino de Música, são direcionados após sua formação acadêmica a lecionar aulas ao ensino fundamental e médio, sendo que no curso de formação não há uma visão clara do que realmente se pode esperar no campo de atuação.AbstractThis work is an excerpt of a master’s research that aimed to research how the initial and continuing training of Arts / music teachers in Basic Education in Use occurs 11. In this excerpt we present the teaching of arts / music in the current context of some schools in the city. metropolitan area of Belém. This research is published through a bibliographic study and a case study. The applied methodology of a preliminary bibliographic survey on the subjects, involving the theme of this research, carried out in infographic sources, was subsequently read through the texts, based on the guidelines of Severino (2007), and the method chosen was the Study of Case. The results allowed to verify that the professionals of the area of Arts, with qualification in the teaching of music, are directed after their academic formation to classes to the elementary and high school, being that in the formation course there is not a clear vision of what can really be expected in the field.

scholarly journals Formação de Professores: um Olhar para a Realidade e Possibilidades

2016 ◽  
Vol 17 (5) ◽  
pp. 432
Author(s):  
Mari Clair Moro Nascimento ◽  
Adriana de Araujo ◽  
Carla Mancebo Esteves Munhoz
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Pedagogical Practice ◽  
The Gaze ◽  
Knowledge Extension ◽  
The One ◽  
The University

Este estudo, realizado a partir de pesquisa bibliográfica, tem como objetivo apresentar problemáticas a serem superadas na formação de professores, que atuarão na Educação Básica. Entre as problemáticas apontadas por estudiosos do tema, ressalta-se: a importância de superar as limitações acerca da dicotomia teoria e prática; poucas horas de vivências no estágio; não conhecerem as condições histórico-sociais do processo educacional;) não vivenciarem a interdisciplinaridade e; maneira como tem sido concretizado o processo avaliativo. O olhar se volta para a formação docente por se acreditar que não basta ao professor formador verbalizar a respeito de como precisa ser a atuação docente, mas proporcionar aos futuros professores a vivência de tais práticas, tendo em vista que essas possam ser utilizadas para a ampliação dos conhecimentos dos estudantes da Educação Básica, quando estiverem em suas funções. O texto apresenta também como se encontra a formação do professor formador, aquele que atua na universidade, por ser este o profissional que forma o professor que atua na Educação Básica. Para isso, ressalta-se a importância dos professores formadores proporcionarem práticas pedagógicas, que estejam amparadas na pedagogia participativa, aquela favorecedora à ampliação dos conhecimentos existentes. Palavras-chave: Formação de Professores. Formação Inicial e Continuada. Prática Pedagógica. AbstractThis study carried out from bibliographical research aims at presenting problems to be overcome in teacher´s training who will be working in basic education. Among the problems pointed out by the researchers, the following ones are emphasized: the importance of overcoming the limitations on the theory and practicing dichotomy, few hours’ experience ininternship, not knowing the historical and social conditions of the educational process, not experiencing interdisciplinary and the way the assessment process has been implemented. The gaze turns to the initial teacher´s training, for we believe that is not enough for the trainer teacher to verbalize on how it should be the teaching practice, but provide future teachers the experience of such practices, considering that these could be used for the future knowledge expansion of basic education students when they are in their roles.. The text also provides what the teachers’ trainer background is like, the one who works at the university. For this we emphasize the importance of teacher trainers providing pedagogical practices that are supported by participatory pedagogy, encouraging the existing knowledge extension. Keywords: Teacher’s Training. Initial and Continuing Teacher’s Training. Pedagogical Practice..

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