Pub Date : 2020-10-28DOI: 10.5747/ch.2020.v17.h498
Heitor Perrud Tardin, L. Romero
The 1980s represented an important period for teaching and learning Physical Education in schools, especially considering methodological aspects and content covered. It can be recognized that changes in methodologies have instrumentalized the movement's practice, however, without highlighting aspects of a pedagogical or critical nature. In this scenario, sport is characterized as a socio-cultural practice and, in the school environment, the form of teaching must be questioned, distancing itself from the reproduction of stereotypes of high performance and alienated training. Thus, it becomes relevant to analyze the approach to sport in the regular educational context. The objective is to analyze the insertion of sport in Physical Education at School for Elementary and High School from the Curricular Proposal of the State of São Paulo. This is a quantitative and qualitative documentary study. A survey of the proportionality of the distribution of topics related to sport and other content approaches was also used. Initially, the systematic reading of the text of the Curricular Proposal of the State of São Paulo was organized. 68 themes were identified to be addressed from the EF to the EM, from the Teacher's Notebooks. Sports, dances, gymnastics, physical abilities were observed; body, health, beauty among others. Thirty themes and content directly related to sport stood out, representing 44% of the total. Sport is predominant content, despite the recognized advances in relation to previous moments, gaps were identified to subsidize the student's global development. It is suggested to propose studies that assist in the educational actions of the teacher in the area and move towards innovation in sports education at school.
{"title":"O ESPORTE NA ESCOLA A PARTIR DO CURRÍCULO DO ESTADO DE SÃO PAULO","authors":"Heitor Perrud Tardin, L. Romero","doi":"10.5747/ch.2020.v17.h498","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h498","url":null,"abstract":"The 1980s represented an important period for teaching and learning Physical Education in schools, especially considering methodological aspects and content covered. It can be recognized that changes in methodologies have instrumentalized the movement's practice, however, without highlighting aspects of a pedagogical or critical nature. In this scenario, sport is characterized as a socio-cultural practice and, in the school environment, the form of teaching must be questioned, distancing itself from the reproduction of stereotypes of high performance and alienated training. Thus, it becomes relevant to analyze the approach to sport in the regular educational context. The objective is to analyze the insertion of sport in Physical Education at School for Elementary and High School from the Curricular Proposal of the State of São Paulo. This is a quantitative and qualitative documentary study. A survey of the proportionality of the distribution of topics related to sport and other content approaches was also used. Initially, the systematic reading of the text of the Curricular Proposal of the State of São Paulo was organized. 68 themes were identified to be addressed from the EF to the EM, from the Teacher's Notebooks. Sports, dances, gymnastics, physical abilities were observed; body, health, beauty among others. Thirty themes and content directly related to sport stood out, representing 44% of the total. Sport is predominant content, despite the recognized advances in relation to previous moments, gaps were identified to subsidize the student's global development. It is suggested to propose studies that assist in the educational actions of the teacher in the area and move towards innovation in sports education at school.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"17 1","pages":"250-263"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.5747/ch.2020.v17.h485
F. M. Albertino
The article is an excerpt from the Master's research, which aimed to identify and analyze the theoretical and methodological assumptions for guiding the proposals for continuing education of teachers, offered by the Municipal Department of Education, in two Elementary Schools I, in a city in the interior of São Paulo and their reflexes in the teaching action. The theoretical contribution was of a historical-cultural nature (Bakhtinian); it is a qualitative investigation, configured as a case study, with documentary analysis and semi-structured interview, involving three teachers, two pedagogical advisors and a director, covering a total of six direct participants. The analysis of the data collected from the documents and the interviews was done through the theoretical process of triangulation, content analysis and semiotic analysis of historical-cultural interpretation (bakhtinian) of the speeches of the interviewed professionals. The results showed that the teacher education process does not occur in a dialogical and ambivalent way, based on cultural development, through interpersonal and intersubjective relationships, as emphasized by the historical-cultural theory. The present research enables a critical-reflexive review of the continuing education practices offered by the researched municipality, and by extension, it may serve as an object of confrontations with other contexts of teacher education in other Brazilian municipalities
{"title":"FORMAÇÃO CONTINUADA E A IDENTIDADE PROFISSIONAL DOCENTE","authors":"F. M. Albertino","doi":"10.5747/ch.2020.v17.h485","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h485","url":null,"abstract":"The article is an excerpt from the Master's research, which aimed to identify and analyze the theoretical and methodological assumptions for guiding the proposals for continuing education of teachers, offered by the Municipal Department of Education, in two Elementary Schools I, in a city in the interior of São Paulo and their reflexes in the teaching action. The theoretical contribution was of a historical-cultural nature (Bakhtinian); it is a qualitative investigation, configured as a case study, with documentary analysis and semi-structured interview, involving three teachers, two pedagogical advisors and a director, covering a total of six direct participants. The analysis of the data collected from the documents and the interviews was done through the theoretical process of triangulation, content analysis and semiotic analysis of historical-cultural interpretation (bakhtinian) of the speeches of the interviewed professionals. The results showed that the teacher education process does not occur in a dialogical and ambivalent way, based on cultural development, through interpersonal and intersubjective relationships, as emphasized by the historical-cultural theory. The present research enables a critical-reflexive review of the continuing education practices offered by the researched municipality, and by extension, it may serve as an object of confrontations with other contexts of teacher education in other Brazilian municipalities","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48946300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.5747/ch.2020.v17.h496
Gislainy Jennifer da Silva Nascimento, Lívia Suassuna
Recent researches about teacher training and curricular internship have been developed in order to ensure the improvement of the undergraduate courses. Many of these studies seek to understand how the teacher's identifying process in the teaching profession occurs. From this perspective, this work aims to analyze the relation between supervised internship and the process of building Portuguese language teachers’ identity. We developed a qualitative and documentary research in which we analyzed the discourseof the interns expressed in their written reports of experiences during the internship. The data analysis consisted of the works of 25 undergraduates, who completed the supervised internship in Portuguese 4 of the undergraduate degree course in PortugueseLanguage at the Federal University of Pernambuco, a component that consists of conducting a High School class. We performed the analysis based on theoretical categories related to the identity and teaching professionalization (CORACINI, 2000; NAGAKOME, 2012; AGUIAR, 2016; PERES e GRECO, 2014), teacher training (SILVESTRE; PLACCO, 2011) and supervised internship (COSTA; LIMA, 2012; PIMENTA; LIMA, 2006). We concluded that the interns recognize the internship as an important formative stage of the course, a space for reflection about the pedagogical practice and the process of construction and reaffirmation of the identity and teaching professionality. Furthermore, the interns identified different feelings and impacts –both positives and negatives –as a result of their professional experience and also pointed out what can still be done to ensure a more consistent formation
为了保证本科教学质量的提高，近年来开展了教师培训和课程实习方面的研究。其中许多研究试图了解教师在教学职业中的认同过程是如何发生的。从这个角度出发，本研究旨在分析监督实习与葡萄牙语教师身份建构过程之间的关系。我们开展了定性和文献研究，分析了实习生在实习经历的书面报告中表达的话语。数据分析包括25名本科生的作品，他们在伯南布哥联邦大学完成了葡萄牙语本科学位课程的葡萄牙语4的指导实习，这是一个组成部分，包括指导一门高中课程。我们基于认同和教学专业化相关的理论范畴进行了分析(CORACINI, 2000;NAGAKOME, 2012;•阿吉亚尔,2016;PERES e GRECO, 2014)，教师培训(SILVESTRE;PLACCO, 2011)和监督实习(COSTA;利马,2012;PIMENTA;利马,2006)。我们得出的结论是，实习生认为实习是课程的重要形成阶段，是反思教学实践的空间，是建构和重申身份和教学专业性的过程。此外，由于他们的专业经验，实习生们发现了不同的感受和影响——积极的和消极的——并指出了仍然可以做些什么来确保更一致的形成
{"title":"ESTÁGIO SUPERVISIONADO NA LICENCIATURA EM LETRAS: UM ESPAÇO-TEMPO DE CONSTRUÇÃO DA IDENTIDADE DOCENTE DO PROFESSOR DE LÍNGUA PORTUGUESA","authors":"Gislainy Jennifer da Silva Nascimento, Lívia Suassuna","doi":"10.5747/ch.2020.v17.h496","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h496","url":null,"abstract":"Recent researches about teacher training and curricular internship have been developed in order to ensure the improvement of the undergraduate courses. Many of these studies seek to understand how the teacher's identifying process in the teaching profession occurs. From this perspective, this work aims to analyze the relation between supervised internship and the process of building Portuguese language teachers’ identity. We developed a qualitative and documentary research in which we analyzed the discourseof the interns expressed in their written reports of experiences during the internship. The data analysis consisted of the works of 25 undergraduates, who completed the supervised internship in Portuguese 4 of the undergraduate degree course in PortugueseLanguage at the Federal University of Pernambuco, a component that consists of conducting a High School class. We performed the analysis based on theoretical categories related to the identity and teaching professionalization (CORACINI, 2000; NAGAKOME, 2012; AGUIAR, 2016; PERES e GRECO, 2014), teacher training (SILVESTRE; PLACCO, 2011) and supervised internship (COSTA; LIMA, 2012; PIMENTA; LIMA, 2006). We concluded that the interns recognize the internship as an important formative stage of the course, a space for reflection about the pedagogical practice and the process of construction and reaffirmation of the identity and teaching professionality. Furthermore, the interns identified different feelings and impacts –both positives and negatives –as a result of their professional experience and also pointed out what can still be done to ensure a more consistent formation","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46948031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.5747/ch.2020.v17.h492
Claudia Simone Cordeiro Pelissoli, A. Bona, Luciano Andreatta Carvalho da Costa
This case study deals with the conceptof Interpersonal Relationship, foreseen in the Pedagogical Projects of the course -PPC's Technologist in Management Processes of Campi of the Federal Institute of Education, Science and Technology of Rio Grande do Sul. In addition to being described in PPCs, in profile of the course and the graduate, Interpersonal Relationship is also an extremely valued skill in the world of work. The main objective is to analyze how the concept of Interpersonal Relationship is worked through the courses in Technology inManagement Processes. Paulo Freire's theory and his considerations on critical awareness, dialogicity and humanization served as the basis for this study. The data were generated through interviews with four course coordinators (Porto Alegre, Farroupilha,Osório and Caxias do Sul), in order to analyze their understanding of the concept of Interpersonal Relationship and their insertion throughout the course. The results indicate that the concept of Interpersonal Relationship has a wide approach in some disciplines formalized in the Pedagogical Course Project, but also occurs informally in other disciplines, according to the teachers' pedagogical profile and practices. The work highlights the importance of developing and updating the Pedagogical Course Project, as it is the expression of the course. And it also stresses the relevance of addressing the concept of Interpersonal Relationship in the higher course of Technology in Management Processes, aiming at a humanized formation, extremely valued in the professional sphere.
本案例研究涉及人际关系的概念，该概念是在南大德州联邦教育科学技术学院Campi的ppc管理过程技术专家课程的教学项目中预见到的。除了在PPCs中被描述，在课程和毕业生的简介中，人际关系也是工作世界中非常有价值的技能。主要目的是分析人际关系的概念是如何通过“管理过程中的技术”课程发挥作用的。保罗·弗莱雷的理论及其对批判性意识、对话性和人性化的思考是本研究的基础。数据是通过采访四位课程协调员(Porto Alegre, Farroupilha,Osório和Caxias do Sul)产生的，以分析他们对人际关系概念的理解以及他们在整个课程中的插入。结果表明，人际关系的概念在教学课程项目中正式确立的一些学科中具有广泛的应用，但根据教师的教学概况和实践，人际关系的概念也在其他学科中非正式地出现。这项工作强调了开发和更新教学课程项目的重要性，因为它是课程的表达。它还强调了在管理过程中的技术的高等课程中处理人际关系概念的相关性，旨在人性化的形成，在专业领域中非常有价值。
{"title":"PROJETO PEDAGÓGICO DO CURSO DE TECNOLOGIA EM PROCESSOS GERENCIAIS DO INSTITUTO FEDERAL DO RS E RELACIONAMENTO INTERPESSOAL COMO CONTEÚDO","authors":"Claudia Simone Cordeiro Pelissoli, A. Bona, Luciano Andreatta Carvalho da Costa","doi":"10.5747/ch.2020.v17.h492","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h492","url":null,"abstract":"This case study deals with the conceptof Interpersonal Relationship, foreseen in the Pedagogical Projects of the course -PPC's Technologist in Management Processes of Campi of the Federal Institute of Education, Science and Technology of Rio Grande do Sul. In addition to being described in PPCs, in profile of the course and the graduate, Interpersonal Relationship is also an extremely valued skill in the world of work. The main objective is to analyze how the concept of Interpersonal Relationship is worked through the courses in Technology inManagement Processes. Paulo Freire's theory and his considerations on critical awareness, dialogicity and humanization served as the basis for this study. The data were generated through interviews with four course coordinators (Porto Alegre, Farroupilha,Osório and Caxias do Sul), in order to analyze their understanding of the concept of Interpersonal Relationship and their insertion throughout the course. The results indicate that the concept of Interpersonal Relationship has a wide approach in some disciplines formalized in the Pedagogical Course Project, but also occurs informally in other disciplines, according to the teachers' pedagogical profile and practices. The work highlights the importance of developing and updating the Pedagogical Course Project, as it is the expression of the course. And it also stresses the relevance of addressing the concept of Interpersonal Relationship in the higher course of Technology in Management Processes, aiming at a humanized formation, extremely valued in the professional sphere.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45326249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-24DOI: 10.5747/ch.2020.v17.h495
Rafaele Paulazini Majela dos Santos, Lígia De Carvalho Abões Vercelli
The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinatorat a Child Education Center? The objectiveof this paperwas to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulocity. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consistedof observation in the CEC premises and semi-structured interviews with the teachers and thecoordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination isa support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.
{"title":"A AFETIVIDADE NAS RELAÇÕES ENTRE PROFESSORAS E COORDENADORA EM UM CENTRO DE EDUCAÇÃO INFANTIL DA CIDADE DE SÃO PAULO","authors":"Rafaele Paulazini Majela dos Santos, Lígia De Carvalho Abões Vercelli","doi":"10.5747/ch.2020.v17.h495","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h495","url":null,"abstract":"The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinatorat a Child Education Center? The objectiveof this paperwas to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulocity. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consistedof observation in the CEC premises and semi-structured interviews with the teachers and thecoordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination isa support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-21DOI: 10.5747/ch.2020.v17.h484
Bruna Amaral, Mariza Da Costa, G. Falcão
Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.
{"title":"IDENTIDADE DE PROFESSORES INICIANTES: TRAJETÓRIAS FORMATIVAS À LUZ DE CARTAS NARRATIVAS","authors":"Bruna Amaral, Mariza Da Costa, G. Falcão","doi":"10.5747/ch.2020.v17.h484","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h484","url":null,"abstract":"Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46179978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-21DOI: 10.5747/ch.2020.v17.h488
Diana Aguiar Salomão, Sandy Lima Costa, Francisco Mirtiel Frankson Moura Castro
This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion(MARCELO GARCIA, 1999; HUBERMAN, 2007)and teaching learning(OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice.
{"title":"INSERÇÃO PROFISSIONAL: APRENDIZAGENS, DESAFIOS E IMPLICAÇÕES PARA A FORMAÇÃO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL","authors":"Diana Aguiar Salomão, Sandy Lima Costa, Francisco Mirtiel Frankson Moura Castro","doi":"10.5747/ch.2020.v17.h488","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h488","url":null,"abstract":"This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion(MARCELO GARCIA, 1999; HUBERMAN, 2007)and teaching learning(OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.5747/ch.2020.v17.h482
Jessica Luana Casagrande, C. Santos
This article discusses the continuing education of teachers, with the school itself as a training space. The objective was to reflect on the conditions and assumptions that underlie this training and the vision of teachers and managers, considering the training practices that are developed. The research was made in a public school, located in a county in the Western region of Santa Catarina. Methodologically, a qualitative approach was made, including bibliographic analysis and application of questionnaires for teachers and managers. The analysis of this study enables to understand the importance of building news conditions for the achievement of this training, in order to assume a space that allows teachers to accomodate their needs and improve educational practices.
{"title":"FORMAÇÃO CONTINUADA: A ESCOLA COMO ESPAÇO DE DIÁLOGO E FORTALECIMENTO DOCENTE","authors":"Jessica Luana Casagrande, C. Santos","doi":"10.5747/ch.2020.v17.h482","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h482","url":null,"abstract":"This article discusses the continuing education of teachers, with the school itself as a training space. The objective was to reflect on the conditions and assumptions that underlie this training and the vision of teachers and managers, considering the training practices that are developed. The research was made in a public school, located in a county in the Western region of Santa Catarina. Methodologically, a qualitative approach was made, including bibliographic analysis and application of questionnaires for teachers and managers. The analysis of this study enables to understand the importance of building news conditions for the achievement of this training, in order to assume a space that allows teachers to accomodate their needs and improve educational practices.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47222624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.5747/ch.2020.v17.h489
Priscila Ramos Toledo Ferreira, Márcia Regina do Nascimento Sambugari
The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resultshighlightsthat continuing education coursesprovided the learning, once that information and communication technologies’ insert wasn’t addressed in initial educationof literacy teachers. However, despite the positive position in front of the programs and courses, some barriers were highlighted, such as: initial education gaps; schedules incompatibility, lackofqualificationfrom teachers. The study also pointed out the necessity of specific training actions that address the specificities of reading and writing teaching, starting from teacher’s needs and problematic situations. It’s possible conclude, therefore, that continuing education can be formed as a space that provides in a collectivity way, the construction of new knowledge as soon as requires a collaboration climate including all the educationalcommunity.
{"title":"A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS","authors":"Priscila Ramos Toledo Ferreira, Márcia Regina do Nascimento Sambugari","doi":"10.5747/ch.2020.v17.h489","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h489","url":null,"abstract":"The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resultshighlightsthat continuing education coursesprovided the learning, once that information and communication technologies’ insert wasn’t addressed in initial educationof literacy teachers. However, despite the positive position in front of the programs and courses, some barriers were highlighted, such as: initial education gaps; schedules incompatibility, lackofqualificationfrom teachers. The study also pointed out the necessity of specific training actions that address the specificities of reading and writing teaching, starting from teacher’s needs and problematic situations. It’s possible conclude, therefore, that continuing education can be formed as a space that provides in a collectivity way, the construction of new knowledge as soon as requires a collaboration climate including all the educationalcommunity.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44840534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.5747/ch.2020.v17.h479
R. Oliveira, Georgyanna Andréa Silva Morais, Maria da Glória Soares Barbosa Lima
What prevailing conception of quality guides the training ofteachers? With this central question, this text, in the light of the meanings of quality of education and teaching in dispute in Brazilian educational policies, analyzes the understanding of the quality of teacher education for primary school, as it has been developing in the last decades. It adopts the historical-dialectic perspective as a research reference, and understands that the ideal of teaching quality, emerged from the interest of dominant groups for the reintegration of education in the economic agenda, in institutionalized initiatives, it brings simplistic theoretical-practical interpretations of teacher training policies to make students' right to quality education effective. The text brings arguments about the importance of understanding the quality of teacher training socially referenced by principles of emancipation and construction of an educational practice for all.
{"title":"QUALIDADE DA FORMAÇÃO DE PROFESSORES NA RELAÇÃO COM OS DISCURSOS DA “QUALIDADE DO ENSINO”: EFICIÊNCIA, PRODUTIVIDADE E INCLUSÃO ESCOLAR","authors":"R. Oliveira, Georgyanna Andréa Silva Morais, Maria da Glória Soares Barbosa Lima","doi":"10.5747/ch.2020.v17.h479","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h479","url":null,"abstract":"What prevailing conception of quality guides the training ofteachers? With this central question, this text, in the light of the meanings of quality of education and teaching in dispute in Brazilian educational policies, analyzes the understanding of the quality of teacher education for primary school, as it has been developing in the last decades. It adopts the historical-dialectic perspective as a research reference, and understands that the ideal of teaching quality, emerged from the interest of dominant groups for the reintegration of education in the economic agenda, in institutionalized initiatives, it brings simplistic theoretical-practical interpretations of teacher training policies to make students' right to quality education effective. The text brings arguments about the importance of understanding the quality of teacher training socially referenced by principles of emancipation and construction of an educational practice for all.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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