Sentidos atribuídos aos saberes pedagógicos na prática docente e formação de professores de ciências em Manaus

• Autor(a) principal: Lopes, Rodrigo Rodrigues de Figueiredo
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
• Texto Completo: http://repositorio.ifam.edu.br/jspui/handle/4321/1039
• topic: Saberes docentes; Articulação de saberes; Técnicas de ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

The present study aims to understand the perceptions of Basic Education teachers regarding the importance of the pedagogical knowledge necessary for the teaching activity. We understand that the teacher as a professional has a set of heterogeneous, temporal, situational teacher knowledge and marked by interaction with other human beings, such as pedagogical, disciplinary, curricular and experiential knowledge. The methodological trajectory occurred through qualitative research, since it was the most appropriate approach to work with data that are not easily quantified, such as values, beliefs, experiences and conceptions of teachers. The methodological tool for data collection was the semi-structured interview, since this type allows a freer dialogue with the collaborators, enabling the capture of more information riches. The research collaborators were 5 Basic Education teachers. Three professors taught in the same school, professors of Biology, Physics and a professor of Chemistry, while the other teachers are from two different schools and both teach Biology. The teachers' reports were collected through a voice recorder in order to preserve their speeches as much as possible, then we transcribed the reports and submitted them to the analysis based on the data analysis spiral and the interpretative- Comprehensive. At the end of the research, we understand that although for some teachers it is a difficult task to articulate certain teaching knowledge, such as pedagogical and disciplinary, for other teachers the influence of knowledge was crucial for the development of practices and conceptions differentiated in the classroom.