Pub Date : 2020-11-02DOI: 10.5747/ch.2020.v17.h487
Sílvia Adriana Rodrigues, A. G. Pinto
The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.
{"title":"VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA","authors":"Sílvia Adriana Rodrigues, A. G. Pinto","doi":"10.5747/ch.2020.v17.h487","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h487","url":null,"abstract":"The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"17 1","pages":"336-349"},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985506","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h480
J. S. Morais, F. Nascimento, Maria Divina Ferreira Lima
This text is configured as a theoretical-bibliographic research, emphasizing thenarrative (auto) biographical approach to think about the processes of teacher training based on the writings of themselves as contributing to the construction of knowledge, knowledge and transformations that this can provide. We propose to question as a research problem: What are the contributions of the writings of oneself in the teacher education processes woven into (auto) biographical narratives? In view of the above, we weave as objectives of this article: to understand the historical-epistemologicalaspects of the field of (auto) biographical narratives in Brazil; understand the movement of professional teaching training mediated by the narrative writings of themselves, as well as reflect on the contributions of the (self) biographical narratives written in the process of teacher training and professional development. The theoretical-epistemological foundation of this text is based on the principles of the narrative (auto) biographical approach to which we are researchers in this area. The results of the study reveal that the challenge posed in the process of teacher training in the context of a narrative pedagogy, is the adoption of methodological devices in pedagogical practice by teacher trainers, with the use of narrative writings of themselves, which can be undertaken by the trainer himself, in dialogue with students in training, so that they create a culture of writing, and can contribute to their formative process by building knowledge and knowledge necessary for the profession that will accompany them, including, in the professional development of teachers when they are working in the area.
{"title":"AS ESCRITAS DE SI E OS EFEITOS MOBILIZADORES DA FORMAÇÃO DOCENTE EM NARRATIVAS (AUTO)BIOGRÁFICAS","authors":"J. S. Morais, F. Nascimento, Maria Divina Ferreira Lima","doi":"10.5747/ch.2020.v17.h480","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h480","url":null,"abstract":"This text is configured as a theoretical-bibliographic research, emphasizing thenarrative (auto) biographical approach to think about the processes of teacher training based on the writings of themselves as contributing to the construction of knowledge, knowledge and transformations that this can provide. We propose to question as a research problem: What are the contributions of the writings of oneself in the teacher education processes woven into (auto) biographical narratives? In view of the above, we weave as objectives of this article: to understand the historical-epistemologicalaspects of the field of (auto) biographical narratives in Brazil; understand the movement of professional teaching training mediated by the narrative writings of themselves, as well as reflect on the contributions of the (self) biographical narratives written in the process of teacher training and professional development. The theoretical-epistemological foundation of this text is based on the principles of the narrative (auto) biographical approach to which we are researchers in this area. The results of the study reveal that the challenge posed in the process of teacher training in the context of a narrative pedagogy, is the adoption of methodological devices in pedagogical practice by teacher trainers, with the use of narrative writings of themselves, which can be undertaken by the trainer himself, in dialogue with students in training, so that they create a culture of writing, and can contribute to their formative process by building knowledge and knowledge necessary for the profession that will accompany them, including, in the professional development of teachers when they are working in the area.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45682572","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h483
Taís Andrade dos Santos, M. P. S. Filho
Thispaper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomymodels, through the terminations ofthese documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way.
{"title":"A CONSTRUÇÃO DA AUTONOMIA DO PROFESSOR PRESENTE NAS DIRETRIZES CURRICULARES NACIONAIS DE FORMAÇÃO INICIAL DAS ÚLTIMAS DUAS DÉCADAS","authors":"Taís Andrade dos Santos, M. P. S. Filho","doi":"10.5747/ch.2020.v17.h483","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h483","url":null,"abstract":"Thispaper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomymodels, through the terminations ofthese documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41976473","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}
In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.
{"title":"DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS","authors":"Lorena Lins Damasceno, Mariana Gomes Fontes Bethônico","doi":"10.5747/ch.2020.v17.h486","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h486","url":null,"abstract":"In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41712446","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h490
Taís Andrade dos Santos, G. Trentin, Valdemiro Pereira de Carvalho-Júnior, B. E. Goi
This paper aims to detail in the intrinsic formative environmentthe experience of an itinerant educational laboratory with the forensic theme for undergraduate students in Chemistry and Physics belonging to the Grupo PETQuímica e Física. The short course aims to provide Licensee with teaching experience in a school environment in addition to the mandatory supervised undergraduate internships. Qualitatively,through documentary research Contreras (2002) and Pimenta (1995),the results were obtained from a reflection on the activities that integrate the practice of the short course and that directly interfere in the construction of the teacher training profile due to its close connection theory and practice. This activity was structured works on the students' reflective potential and contributes to the future teacher understanding the multiple educational situations.
本文旨在详细介绍一个流动教育实验室的内在形成环境，该实验室以法医为主题，为隶属于PETQuímica e Física小组的化学和物理专业的本科生开设。该短期课程旨在为被许可方提供在学校环境中的教学经验，以及强制性监督的本科实习。定性上，通过文献研究Contreras(2002)和Pimenta(1995)，对整合短期课程实践的活动进行了反思，由于理论与实践的紧密联系，这些活动直接干扰了教师培训概况的构建。这个活动的结构是对学生的反思潜力的工作，有助于未来的教师理解多种教育情况。
{"title":"MINICURSO DE CIÊNCIA FORENSE E A RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO INICIAL: UMA INICIATIVA DO PET QUÍMICA E FÍSICA","authors":"Taís Andrade dos Santos, G. Trentin, Valdemiro Pereira de Carvalho-Júnior, B. E. Goi","doi":"10.5747/ch.2020.v17.h490","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h490","url":null,"abstract":"This paper aims to detail in the intrinsic formative environmentthe experience of an itinerant educational laboratory with the forensic theme for undergraduate students in Chemistry and Physics belonging to the Grupo PETQuímica e Física. The short course aims to provide Licensee with teaching experience in a school environment in addition to the mandatory supervised undergraduate internships. Qualitatively,through documentary research Contreras (2002) and Pimenta (1995),the results were obtained from a reflection on the activities that integrate the practice of the short course and that directly interfere in the construction of the teacher training profile due to its close connection theory and practice. This activity was structured works on the students' reflective potential and contributes to the future teacher understanding the multiple educational situations.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117398","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h499
C. R. Silva, R. Silva
This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodological approach (MOSCOVICI, 1961), as well as the structural approach (ABRIC, 1994). We used as instruments of data collection questionnaire of free association of words and semi-structured interview. For data analysis, we used the Iramuteq software and the content analysis technique (BARDIN, 1977). 149 research subjects in geography from two federal higher education institutions in the Metropolitan Region of Recife (RMR) participated as research subjects. As results found we have the social representations of the undergraduate students in geography falling into four categories: disciplinary, pedagogical, affective and professional, with the disciplinary and pedagogical category having the greatest expressiveness. These results do not exhaust the discussions about the social representations of being a teacher, in reality they are propositional for the development of new researches that think about the initial formation ofthe geography teacher
{"title":"A FORMAÇÃO INICIAL DO(A)PROFESSOR(A)DE GEOGRAFIA: UM ESTUDO DAS REPRESENTAÇÕES SOCIAIS DO SER PROFESSOR(A)","authors":"C. R. Silva, R. Silva","doi":"10.5747/ch.2020.v17.h499","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h499","url":null,"abstract":"This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodological approach (MOSCOVICI, 1961), as well as the structural approach (ABRIC, 1994). We used as instruments of data collection questionnaire of free association of words and semi-structured interview. For data analysis, we used the Iramuteq software and the content analysis technique (BARDIN, 1977). 149 research subjects in geography from two federal higher education institutions in the Metropolitan Region of Recife (RMR) participated as research subjects. As results found we have the social representations of the undergraduate students in geography falling into four categories: disciplinary, pedagogical, affective and professional, with the disciplinary and pedagogical category having the greatest expressiveness. These results do not exhaust the discussions about the social representations of being a teacher, in reality they are propositional for the development of new researches that think about the initial formation ofthe geography teacher","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919975","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h481
V. M. D. Brito, R. Fernandes
This article showedthe resultsoftheresearchconductedin2018, with the objective of investigating the teaching conceptionofliteracyteachersfromthepolicies continuingeducationdevelopedintheMunicipalEducationNetwork (REME) ofCampo Grande/MS.In this perspective qualitative research was adopted to address and discusspublicpolicies for the training of literacy teachers, going through the laws and programs of federal (PróLetramento and PNAIC) and municipal (Bet on the teacher). Datacollection occurred through semi-structured interviews with literacy teachers in municipal schools in CampoGrande/MS. The research showed that the teaching conception of the literacy teacher who works at REME now understands literacy a graduallearning process, now comprises the learning of literacy articulated with maturity. We also identified the concept of teaching permeated by affection and aptitude, thus tracing a literacy teacher profile. And finally, the conception of teaching based on the need to master systematized knowledge that permeates the literacy process, which allowed us to reflect and discuss the continuing formations offered to REME professorswho centralize discussions in teaching practices to leverage educational indices. It was concluded that there is an urgent need to restructure formations in order to enable discussions that include theory, practice and specificities experienced in the classroom enabling the acquisition of new knowledge and a critical look at the teaching-learning process, providing studies and reflections that articulate and resign the teaching conception of the literacy teacher.
{"title":"CONCEPÇÃO DE DOCÊNCIA: O QUE PENSAM OS PROFESSORES ALFABETIZADORES DA REDE MUNICIPAL DE ENSINO DE CAMPO GRANDE-MS?","authors":"V. M. D. Brito, R. Fernandes","doi":"10.5747/ch.2020.v17.h481","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h481","url":null,"abstract":"This article showedthe resultsoftheresearchconductedin2018, with the objective of investigating the teaching conceptionofliteracyteachersfromthepolicies continuingeducationdevelopedintheMunicipalEducationNetwork (REME) ofCampo Grande/MS.In this perspective qualitative research was adopted to address and discusspublicpolicies for the training of literacy teachers, going through the laws and programs of federal (PróLetramento and PNAIC) and municipal (Bet on the teacher). Datacollection occurred through semi-structured interviews with literacy teachers in municipal schools in CampoGrande/MS. The research showed that the teaching conception of the literacy teacher who works at REME now understands literacy a graduallearning process, now comprises the learning of literacy articulated with maturity. We also identified the concept of teaching permeated by affection and aptitude, thus tracing a literacy teacher profile. And finally, the conception of teaching based on the need to master systematized knowledge that permeates the literacy process, which allowed us to reflect and discuss the continuing formations offered to REME professorswho centralize discussions in teaching practices to leverage educational indices. It was concluded that there is an urgent need to restructure formations in order to enable discussions that include theory, practice and specificities experienced in the classroom enabling the acquisition of new knowledge and a critical look at the teaching-learning process, providing studies and reflections that articulate and resign the teaching conception of the literacy teacher.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41366305","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}
This research is developed in order to articulate understandings about the initial formation of teachers in contexts of Non-FormalEducation, the Science Clubs. Between the years 2014 to 2017, a group of scholarship holders from the Institutional Scholarship Program for Teaching Initiation, shared teaching experiences in Science Clubs and in their recorded path about their educational practices, disseminating them in publications. Therefore, we aim to elucidate, based on an analysis of the scientific production developed by this group about educational practices in Science Clubs, contributions to the training of teachers. For this, we carried out a bibliographic research, with a study of the scientific production of this collective and the interpretation of the data, considering a priori categories elaborated from the "five focuses of teacher learning" and "five positions for teacher training". 65 works were inventoried and worked, disseminated at local, national and one international events. Its analysis in the budgets interpret that the PIBID movement, in university-school relations, strengthened Science Clubs to become spaces with formative power, enabling undergraduate students experiences that mobilized the preparation of practical teaching knowledge (pedagogical composition) and its reflection (investigative recompositing); the interest in teaching (personal disposition), the cultivation of belonging to the teaching community and the development of the teaching identity (professional interposition) in articulations of Non Formal Education and the school.
{"title":"OS CLUBES DE CIÊNCIAS COMO CONTEXTOS DE FORMAÇÃO INICIAL DOCENTE: CONTRIBUIÇÕES A PARTIR DA PRODUÇÃO CIENTÍFICA DE UM COLETIVO PIBID","authors":"Daniela Tomio, Edson Schroeder, Cintia Conzatti, Bruna Hamann, Natalia Bagatolli Pedron","doi":"10.5747/ch.2020.v17.h491","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h491","url":null,"abstract":"This research is developed in order to articulate understandings about the initial formation of teachers in contexts of Non-FormalEducation, the Science Clubs. Between the years 2014 to 2017, a group of scholarship holders from the Institutional Scholarship Program for Teaching Initiation, shared teaching experiences in Science Clubs and in their recorded path about their educational practices, disseminating them in publications. Therefore, we aim to elucidate, based on an analysis of the scientific production developed by this group about educational practices in Science Clubs, contributions to the training of teachers. For this, we carried out a bibliographic research, with a study of the scientific production of this collective and the interpretation of the data, considering a priori categories elaborated from the \"five focuses of teacher learning\" and \"five positions for teacher training\". 65 works were inventoried and worked, disseminated at local, national and one international events. Its analysis in the budgets interpret that the PIBID movement, in university-school relations, strengthened Science Clubs to become spaces with formative power, enabling undergraduate students experiences that mobilized the preparation of practical teaching knowledge (pedagogical composition) and its reflection (investigative recompositing); the interest in teaching (personal disposition), the cultivation of belonging to the teaching community and the development of the teaching identity (professional interposition) in articulations of Non Formal Education and the school.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41400994","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 : 2020-11-02DOI: 10.5747/ch.2020.v17.h500
Luciano Melo Santos, M. E. O. Couto
This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.
{"title":"DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES QUE ENSINAM MATEMÁTICA: A VISÃO DA GESTÃO ESCOLAR","authors":"Luciano Melo Santos, M. E. O. Couto","doi":"10.5747/ch.2020.v17.h500","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h500","url":null,"abstract":"This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023368","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}
{"title":"FORMAÇÃO INICIAL DE PROFESSORES E O TRABALHO DE MONITORIA: A EXPERIÊNCIA DE UM CURSO DE PEDAGOGIA OFERTADO NA REGIÃO FRONTEIRIÇA ENTRE BRASIL E PARAGUAI","authors":"M. L. M. Bueno, G. Santos, Raiane Gabriele da Silva Corrêa","doi":"10.5747/ch.2020.v17.h478","DOIUrl":"https://doi.org/10.5747/ch.2020.v17.h478","url":null,"abstract":"Thisarticleaimstopresentamonitoringexperience,carriedoutinthedisciplineofIntroductiontoScientificMethodologybelongingtothecurricularmatrixofthePedagogydegreecourseattheFederalUniversityofMatoGrossodoSul,morespecificallyatthePontaPorãCampus,whichislocatedontheborderoftheBrazilwithParaguay.Tomethodologicallyguidetheresearch,weusedbibliographicresearch(PIZZANIetal.,2012),documentalresearch(SILVAetal.,2009),Cellard(2014)andactionresearch(TRIPP,2005).Twosectionswereorganized,exceptfortheintroduction,inthefirstsectionthemethodologicaloutlineoftheresearchwasestablishedandthetheoreticalbasisforthedevelopmentoftheresearchisprojected.Theseconddealswiththeresultsobtainedandthediscussionabouttheexperienceofmonitoringinanundergraduatecourselocatedintheborderregion.And,inthefinalconsiderations,answerstotheinitialquestionsareexplicitlypresentedandpositiveandnegativeaspectsofmonitoringforteachertrainingarehighlighted.","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":"44595385","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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