Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPel - Guaiaca |
Texto Completo: | http://guaiaca.ufpel.edu.br/handle/123456789/1910 |
Resumo: | In this dissertation I analyse the changes occurred in the didactic-methodological concepts (personal didactic models) of four teachers from High School Areas of Natural Sciences and Mathematics of the State Technical School Professor Sylvia Mello, along the attendance of a continuing education proposal referenced by the School Investigation Model-SIM. The School Investigation Model (PORLÁN; RIVERO, 1998) is grounded in three meta-disciplinary theoretical perspectives: the evolutionary perspective and constructivist of the knowledge, the complex and systemic perspective of the world and critical perspective. According to these assumptions a process of continuing education consists of four stages or methodological moments: dynamisation, support for innovation, curricular experimentation and meta-reflection. These methodological moments are developed with the purpose of promoting the evolution or complexity of didactic and methodological conceptions of teachers and, consequently, the attitude related to them. The first step of the process of continuing education, reported in this study took place at the end of 2011, and the other ones were developed along the academic year of 2012, in which were developed in conjunction with the steps of innovation support and curricular experimentation, in the form of readings and discussions that provided the preparation of a interdisciplinary teaching project. The identification of the didactic models of the teachers was conducted through questionnaires, in which I tried to seek their point of views about knowledge and educational content, teaching and learning, assessment. Aiming to analyse the changes that occurred over the training process these questionnaires were applied at three different times: the first one, during the stage of dynamisation, in which it was possible to identify their initial conceptions (initial didactic model), the second one, in the half of 2012, during the school recess, and the third one, when carrying out the activities of teaching project closure, that culminated with the end of the school year. The analysis of the collected material, performed through discursive textual analysis (MORAES; GALIAZZI, 2007), indicated that the process of continuing education contributed to a qualitative switch in the didactic models of the teachers, promoting the complexity of teaching conceptions as transmission of scientific content adapted to school, learning by receiving information and assessment as learning verification of the students. Thus favoring the restructuring of their ideas and paving the way for an integrated approach to educational content, appreciation of the role of the student, and the consideration of the importance of a formative evaluation. The identified advances along this study show that the proposed continuing education based on the Model of Research in the School has formative potential to promote the development of didactic and methodological conceptions of teachers and behavior associated with them. |
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http://lattes.cnpq.br/4930720541501124http://lattes.cnpq.br/7049100984490472Nörnberg, Martahttp://lattes.cnpq.br/7467574585513397Krüger, VernoSchemmfelnnig, Maranlaini Patricia Azevedo2014-08-20T13:57:33Z2014-01-102014-08-20T13:57:33Z2013-08-30SCHEMMFELNNIG, Maranlaini Patricia Azevedo. Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola. 2013. 209 f. Dissertação (Mestrado em Ensino de Ciências) – Programa de Pós-Graduação em Ensino de Ciências e Matemática, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2013.http://guaiaca.ufpel.edu.br/handle/123456789/1910In this dissertation I analyse the changes occurred in the didactic-methodological concepts (personal didactic models) of four teachers from High School Areas of Natural Sciences and Mathematics of the State Technical School Professor Sylvia Mello, along the attendance of a continuing education proposal referenced by the School Investigation Model-SIM. The School Investigation Model (PORLÁN; RIVERO, 1998) is grounded in three meta-disciplinary theoretical perspectives: the evolutionary perspective and constructivist of the knowledge, the complex and systemic perspective of the world and critical perspective. According to these assumptions a process of continuing education consists of four stages or methodological moments: dynamisation, support for innovation, curricular experimentation and meta-reflection. These methodological moments are developed with the purpose of promoting the evolution or complexity of didactic and methodological conceptions of teachers and, consequently, the attitude related to them. The first step of the process of continuing education, reported in this study took place at the end of 2011, and the other ones were developed along the academic year of 2012, in which were developed in conjunction with the steps of innovation support and curricular experimentation, in the form of readings and discussions that provided the preparation of a interdisciplinary teaching project. The identification of the didactic models of the teachers was conducted through questionnaires, in which I tried to seek their point of views about knowledge and educational content, teaching and learning, assessment. Aiming to analyse the changes that occurred over the training process these questionnaires were applied at three different times: the first one, during the stage of dynamisation, in which it was possible to identify their initial conceptions (initial didactic model), the second one, in the half of 2012, during the school recess, and the third one, when carrying out the activities of teaching project closure, that culminated with the end of the school year. The analysis of the collected material, performed through discursive textual analysis (MORAES; GALIAZZI, 2007), indicated that the process of continuing education contributed to a qualitative switch in the didactic models of the teachers, promoting the complexity of teaching conceptions as transmission of scientific content adapted to school, learning by receiving information and assessment as learning verification of the students. Thus favoring the restructuring of their ideas and paving the way for an integrated approach to educational content, appreciation of the role of the student, and the consideration of the importance of a formative evaluation. The identified advances along this study show that the proposed continuing education based on the Model of Research in the School has formative potential to promote the development of didactic and methodological conceptions of teachers and behavior associated with them.Nesta dissertação analiso as mudanças ocorridas nas concepções didático-metodológicas (modelos didáticos pessoais) de quatro professoras do Ensino Médio das Áreas de Ciências da Natureza e Matemática da Escola Técnica Estadual Professora Sylvia Mello, durante realização de uma proposta de formação continuada referenciada pelo Modelo de Investigação na Escola - MIE. O Modelo de Investigação na Escola (PORLÁN; RIVERO, 1998) está embasado em três perspectivas teóricas meta-disciplinares: a perspectiva evolutiva e construtivista do conhecimento, a perspectiva sistêmica e complexa do mundo e a perspectiva crítica. De acordo com estes pressupostos um processo de formação continuada constitui-se de quatro etapas ou momentos metodológicos: dinamização, apoio à inovação, experimentação curricular e meta-reflexão. Estes momentos metodológicos são desenvolvidos com o propósito de promover a evolução ou complexificação das concepções didático-metodológicas dos professores e, em consequência, das condutas a elas associadas. A primeira etapa do processo de formação continuada, relatado neste trabalho, ocorreu ao final do ano de 2011 e as demais, desenvolveram-se ao longo do ano letivo de 2012, no qual foram desenvolvidas articuladamente as etapas de apoio à inovação e experimentação curricular, na forma de leituras e discussões que subsidiaram a elaboração e aplicação de um projeto de ensino interdisciplinar. A identificação dos modelos didáticos das professoras foi realizada por meio de questionários através dos quais procurei fazer o levantamento de suas concepções sobre conhecimento e conteúdos escolares, ensino e aprendizagem, avaliação. Com o objetivo de analisar as mudanças ocorridas ao longo do processo formativo esses questionários foram aplicados em três momentos distintos: o primeiro, durante a etapa de dinamização, em que foi possível identificar suas concepções iniciais (modelo didático inicial), o segundo, na metade do ano de 2012, no período de recesso escolar, e o terceiro, quando realizavam as atividades de encerramento do projeto de ensino que culminou com o final do ano letivo. A análise do material coletado, realizada através da análise textual discursiva (MORAES; GALIAZZI, 2007), indicou que o processo de formação continuada contribuiu para uma mudança qualitativa nos modelos didáticos das professoras, promovendo a complexificação de concepções de ensino como transmissão de conteúdos científicos adaptados à escola, aprendizagem por recepção de informações e avaliação como verificação da aprendizagem dos alunos. Favorecendo assim, a reestruturação de suas ideias e abrindo caminho para uma abordagem integrada dos conteúdos escolares, a valorização do protagonismo do aluno e a consideração do caráter formativo da avaliação. Os avanços identificados ao longo desse trabalho apontam que a proposta de formação continuada fundamentada no Modelo de Investigação na Escola possui potencialidade formativa para promover a evolução das concepções didático-metodológicas dos professores e das condutas a elas associadas.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em Ensino de Ciências e MatemáticaUFPelBRFaculdade de EducaçãoFormação continuadaModelo de investigação na escolaConhecimento profissional dos professoresConcepções didático-metodológicasModelos didáticos pessoaisContinuing educationInvestigation model in the schoolProfessional knowledge of the teachersDidactic-methodological conceptsPersonal didactic modelsCNPQ::CIENCIAS HUMANAS::EDUCACAOUma experiência de formação continuada referenciada pelo Modelo de Investigação na escolaA continuing education experience referenced by the Investigation Model in the schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALMaranlaini Patricia Azevedo Schemmfelnnig_Dissertacao.pdfapplication/pdf2396905http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/1/Maranlaini%20Patricia%20Azevedo%20Schemmfelnnig_Dissertacao.pdf31fedcee3e26b8dedad04f4790b8b170MD51open accessProduto_Maranlaini_Schemmfelnnig.pdfProduto_Maranlaini_Schemmfelnnig.pdfapplication/pdf980419http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/4/Produto_Maranlaini_Schemmfelnnig.pdfdc2261815ad6a0f90848fd43a71cb975MD54open accessTEXTMaranlaini Patricia Azevedo Schemmfelnnig_Dissertacao.pdf.txtMaranlaini Patricia Azevedo Schemmfelnnig_Dissertacao.pdf.txtExtracted Texttext/plain305890http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/2/Maranlaini%20Patricia%20Azevedo%20Schemmfelnnig_Dissertacao.pdf.txtb4a141ec6a49eafcb9a9ffda5b5bd587MD52open accessProduto_Maranlaini_Schemmfelnnig.pdf.txtProduto_Maranlaini_Schemmfelnnig.pdf.txtExtracted texttext/plain70671http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/5/Produto_Maranlaini_Schemmfelnnig.pdf.txt46670435b0ff1979679aa826228677d5MD55open accessTHUMBNAILMaranlaini Patricia Azevedo Schemmfelnnig_Dissertacao.pdf.jpgMaranlaini Patricia Azevedo Schemmfelnnig_Dissertacao.pdf.jpgGenerated Thumbnailimage/jpeg1353http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/3/Maranlaini%20Patricia%20Azevedo%20Schemmfelnnig_Dissertacao.pdf.jpga5783e225c00234e67dba85d0e9303deMD53open accessProduto_Maranlaini_Schemmfelnnig.pdf.jpgProduto_Maranlaini_Schemmfelnnig.pdf.jpgGenerated Thumbnailimage/jpeg1448http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1910/6/Produto_Maranlaini_Schemmfelnnig.pdf.jpg3fd625d554820b21686389eb514b5df5MD56open access123456789/19102023-07-13 07:16:34.636open accessoai:guaiaca.ufpel.edu.br:123456789/1910Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2023-07-13T10:16:34Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
dc.title.alternative.eng.fl_str_mv |
A continuing education experience referenced by the Investigation Model in the school |
title |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
spellingShingle |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola Schemmfelnnig, Maranlaini Patricia Azevedo Formação continuada Modelo de investigação na escola Conhecimento profissional dos professores Concepções didático-metodológicas Modelos didáticos pessoais Continuing education Investigation model in the school Professional knowledge of the teachers Didactic-methodological concepts Personal didactic models CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
title_full |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
title_fullStr |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
title_full_unstemmed |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
title_sort |
Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola |
author |
Schemmfelnnig, Maranlaini Patricia Azevedo |
author_facet |
Schemmfelnnig, Maranlaini Patricia Azevedo |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4930720541501124 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/7049100984490472 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Nörnberg, Marta |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7467574585513397 |
dc.contributor.advisor1.fl_str_mv |
Krüger, Verno |
dc.contributor.author.fl_str_mv |
Schemmfelnnig, Maranlaini Patricia Azevedo |
contributor_str_mv |
Krüger, Verno |
dc.subject.por.fl_str_mv |
Formação continuada Modelo de investigação na escola Conhecimento profissional dos professores Concepções didático-metodológicas Modelos didáticos pessoais |
topic |
Formação continuada Modelo de investigação na escola Conhecimento profissional dos professores Concepções didático-metodológicas Modelos didáticos pessoais Continuing education Investigation model in the school Professional knowledge of the teachers Didactic-methodological concepts Personal didactic models CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Continuing education Investigation model in the school Professional knowledge of the teachers Didactic-methodological concepts Personal didactic models |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In this dissertation I analyse the changes occurred in the didactic-methodological concepts (personal didactic models) of four teachers from High School Areas of Natural Sciences and Mathematics of the State Technical School Professor Sylvia Mello, along the attendance of a continuing education proposal referenced by the School Investigation Model-SIM. The School Investigation Model (PORLÁN; RIVERO, 1998) is grounded in three meta-disciplinary theoretical perspectives: the evolutionary perspective and constructivist of the knowledge, the complex and systemic perspective of the world and critical perspective. According to these assumptions a process of continuing education consists of four stages or methodological moments: dynamisation, support for innovation, curricular experimentation and meta-reflection. These methodological moments are developed with the purpose of promoting the evolution or complexity of didactic and methodological conceptions of teachers and, consequently, the attitude related to them. The first step of the process of continuing education, reported in this study took place at the end of 2011, and the other ones were developed along the academic year of 2012, in which were developed in conjunction with the steps of innovation support and curricular experimentation, in the form of readings and discussions that provided the preparation of a interdisciplinary teaching project. The identification of the didactic models of the teachers was conducted through questionnaires, in which I tried to seek their point of views about knowledge and educational content, teaching and learning, assessment. Aiming to analyse the changes that occurred over the training process these questionnaires were applied at three different times: the first one, during the stage of dynamisation, in which it was possible to identify their initial conceptions (initial didactic model), the second one, in the half of 2012, during the school recess, and the third one, when carrying out the activities of teaching project closure, that culminated with the end of the school year. The analysis of the collected material, performed through discursive textual analysis (MORAES; GALIAZZI, 2007), indicated that the process of continuing education contributed to a qualitative switch in the didactic models of the teachers, promoting the complexity of teaching conceptions as transmission of scientific content adapted to school, learning by receiving information and assessment as learning verification of the students. Thus favoring the restructuring of their ideas and paving the way for an integrated approach to educational content, appreciation of the role of the student, and the consideration of the importance of a formative evaluation. The identified advances along this study show that the proposed continuing education based on the Model of Research in the School has formative potential to promote the development of didactic and methodological conceptions of teachers and behavior associated with them. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-08-30 |
dc.date.accessioned.fl_str_mv |
2014-08-20T13:57:33Z |
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2014-01-10 2014-08-20T13:57:33Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SCHEMMFELNNIG, Maranlaini Patricia Azevedo. Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola. 2013. 209 f. Dissertação (Mestrado em Ensino de Ciências) – Programa de Pós-Graduação em Ensino de Ciências e Matemática, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2013. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1910 |
identifier_str_mv |
SCHEMMFELNNIG, Maranlaini Patricia Azevedo. Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola. 2013. 209 f. Dissertação (Mestrado em Ensino de Ciências) – Programa de Pós-Graduação em Ensino de Ciências e Matemática, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2013. |
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http://guaiaca.ufpel.edu.br/handle/123456789/1910 |
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Universidade Federal de Pelotas |
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UFPel |
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BR |
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Faculdade de Educação |
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Universidade Federal de Pelotas |
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