THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS

Detalhes bibliográficos
Autor(a) principal: Frison, Marli Dallagnol
Data de Publicação: 2010
Outros Autores: Maldaner, Otavio Aloisio, Del Pino, José Claudio, Lottermann, Caroline Luana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Didática Sistêmica
Texto Completo: https://periodicos.furg.br/redsis/article/view/1649
Resumo: In this work it is analyzed the school as a space for production of knowledge and education of individuals. It searches to understand the supervised teaching apprenticeship as a period of articulation and mobilization of knowledge and experience necessary in the process of becoming a teacher. It reflects about the knowledge mobilized in the production and development of innovative curricular proposals called Situations of Study (SS). It shows the influence of the school in the proposition and implementation of these proposals. It highlights that contacts with real situations marked by questions which aim at the comprehension of the situations lived in classroom enable the teacher a greater appropriation of the professional knowledge.
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spelling THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERSO estágio de docência como articulador na produção de saberes e na formação de professores de químicaFormação de professores. Estágio de docência. Saberes docentes. Situação de Estudo.In this work it is analyzed the school as a space for production of knowledge and education of individuals. It searches to understand the supervised teaching apprenticeship as a period of articulation and mobilization of knowledge and experience necessary in the process of becoming a teacher. It reflects about the knowledge mobilized in the production and development of innovative curricular proposals called Situations of Study (SS). It shows the influence of the school in the proposition and implementation of these proposals. It highlights that contacts with real situations marked by questions which aim at the comprehension of the situations lived in classroom enable the teacher a greater appropriation of the professional knowledge.Neste texto analisa-se a escola enquanto espaço de produção de conhecimento e formação de sujeitos. Busca-se compreender o estágio de docência como período de articulação e mobilização de saberes e experiência necessária no processo de constituição do professor. Reflete sobre saberes mobilizados na produção e desenvolvimento de propostas curriculares inovadoras, denominadas de Situação de Estudo (SE). Mostra a influência da escola na proposição e instituição dessas propostas. Argumenta que contatos com situações reais marcadas por questionamentos que intencionam a compreensão das situações vivenciadas em sala de aula possibilitam ao professor maior apropriação do conhecimento profissional.Lepidus2010-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttps://periodicos.furg.br/redsis/article/view/1649Revista Didática Sistêmica; v. 11 (2010); 88-1031809-3108reponame:Revista Didática Sistêmicainstname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/redsis/article/view/1649/793Copyright (c) 2014 Revista Didática Sistêmicainfo:eu-repo/semantics/openAccessFrison, Marli DallagnolMaldaner, Otavio AloisioDel Pino, José ClaudioLottermann, Caroline Luana2018-11-08T18:45:19Zoai:periodicos.furg.br:article/1649Revistahttps://periodicos.furg.br/redsisPUBhttps://periodicos.furg.br/redsis/oairevdidaticasistemica@furg.br || angelabersch@gmail.com1809-31081809-3108opendoar:2018-11-08T18:45:19Revista Didática Sistêmica - Universidade Federal do Rio Grande (FURG)false
dc.title.none.fl_str_mv THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
O estágio de docência como articulador na produção de saberes e na formação de professores de química
title THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
spellingShingle THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
Frison, Marli Dallagnol
Formação de professores. Estágio de docência. Saberes docentes. Situação de Estudo.
title_short THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
title_full THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
title_fullStr THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
title_full_unstemmed THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
title_sort THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS
author Frison, Marli Dallagnol
author_facet Frison, Marli Dallagnol
Maldaner, Otavio Aloisio
Del Pino, José Claudio
Lottermann, Caroline Luana
author_role author
author2 Maldaner, Otavio Aloisio
Del Pino, José Claudio
Lottermann, Caroline Luana
author2_role author
author
author
dc.contributor.author.fl_str_mv Frison, Marli Dallagnol
Maldaner, Otavio Aloisio
Del Pino, José Claudio
Lottermann, Caroline Luana
dc.subject.por.fl_str_mv Formação de professores. Estágio de docência. Saberes docentes. Situação de Estudo.
topic Formação de professores. Estágio de docência. Saberes docentes. Situação de Estudo.
description In this work it is analyzed the school as a space for production of knowledge and education of individuals. It searches to understand the supervised teaching apprenticeship as a period of articulation and mobilization of knowledge and experience necessary in the process of becoming a teacher. It reflects about the knowledge mobilized in the production and development of innovative curricular proposals called Situations of Study (SS). It shows the influence of the school in the proposition and implementation of these proposals. It highlights that contacts with real situations marked by questions which aim at the comprehension of the situations lived in classroom enable the teacher a greater appropriation of the professional knowledge.
publishDate 2010
dc.date.none.fl_str_mv 2010-11-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.furg.br/redsis/article/view/1649
url https://periodicos.furg.br/redsis/article/view/1649
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.furg.br/redsis/article/view/1649/793
dc.rights.driver.fl_str_mv Copyright (c) 2014 Revista Didática Sistêmica
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Revista Didática Sistêmica
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Lepidus
publisher.none.fl_str_mv Lepidus
dc.source.none.fl_str_mv Revista Didática Sistêmica; v. 11 (2010); 88-103
1809-3108
reponame:Revista Didática Sistêmica
instname:Universidade Federal do Rio Grande (FURG)
instacron:FURG
instname_str Universidade Federal do Rio Grande (FURG)
instacron_str FURG
institution FURG
reponame_str Revista Didática Sistêmica
collection Revista Didática Sistêmica
repository.name.fl_str_mv Revista Didática Sistêmica - Universidade Federal do Rio Grande (FURG)
repository.mail.fl_str_mv revdidaticasistemica@furg.br || angelabersch@gmail.com
_version_ 1797041939560792064

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