Formação continuada de professores e transposição didática

Detalhes bibliográficos
Autor(a) principal: Santana, Terezinha
Data de Publicação: 2011
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/9602
Resumo: This research shows the importance of continued education and didactical transposition for teachers who believe in improving the education offered in public school. The research took place in the formative meetings of teachers in the area of science, promoted by the Education Department in Cajamar-São Paulo, and E.M.E.B. Jardim São Luiz , and in the meetings of HTPC and in classrooms with the following participants: science teacher and seven students from sixth grade in 2010. The study aimed to investigate how the studies and meetings carried out in the questioning continued training, appear within the classroom and as a guiding question: Are there didactical transposition of knowledge studied by the teacher in continuing education and in their daily practice work? We find answers from our attendance at training meetings conducted in the Department of Education, and HTPCs in the classroom with the school studied the application of techniques: interviews, questionnaires, observation and photographs. Therefore, from this study confirms the hypothesis that continuing education was a unique space for reflection and discussion that contributed to the passage of scientific knowledge for knowledge to be taught to know and subsequently taught and learned knowledge. It became evident through analysis of data the importance of continuing education as a space that allowed the didactic transposition. It features a survey of the qualitative approach, so we used the types of field researches, documentary and bibliographic research. The discourse analysis of teacher, shows that the continuing education of educators is to improve educational enabler, reflecting on their practice, for an exchange of experiences with peers and participation in planning the content of Sciences that the schools considered important to be worked in elementary schools It was also through the speech of the participants of the research they learned the content covered in class thus leading to a didactic transposition. The research pointed that there is lack of adequate spaces to invest in learning as a research laboratory, library, gardening maintenance, and care of the purchase of new computer for the computer room. Certainly, with these spaces furnished to facilitate the development experience, observation, exploration and care for the environment. Even without these spaces, it became evident from the analysis of speech of students, that there were didactical transposition of the contents studied in continuing education for the scope of the classroom. Finally, this study confirmed that continuous education and didactic transposition are tied intrinsically
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spelling Noffs, Neide de Aquinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4449116Y3Santana, Terezinha2016-04-27T14:30:46Z2011-10-172011-08-16Santana, Terezinha. Continued education for teachers and didactical transposition. 2011. 178 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/9602This research shows the importance of continued education and didactical transposition for teachers who believe in improving the education offered in public school. The research took place in the formative meetings of teachers in the area of science, promoted by the Education Department in Cajamar-São Paulo, and E.M.E.B. Jardim São Luiz , and in the meetings of HTPC and in classrooms with the following participants: science teacher and seven students from sixth grade in 2010. The study aimed to investigate how the studies and meetings carried out in the questioning continued training, appear within the classroom and as a guiding question: Are there didactical transposition of knowledge studied by the teacher in continuing education and in their daily practice work? We find answers from our attendance at training meetings conducted in the Department of Education, and HTPCs in the classroom with the school studied the application of techniques: interviews, questionnaires, observation and photographs. Therefore, from this study confirms the hypothesis that continuing education was a unique space for reflection and discussion that contributed to the passage of scientific knowledge for knowledge to be taught to know and subsequently taught and learned knowledge. It became evident through analysis of data the importance of continuing education as a space that allowed the didactic transposition. It features a survey of the qualitative approach, so we used the types of field researches, documentary and bibliographic research. The discourse analysis of teacher, shows that the continuing education of educators is to improve educational enabler, reflecting on their practice, for an exchange of experiences with peers and participation in planning the content of Sciences that the schools considered important to be worked in elementary schools It was also through the speech of the participants of the research they learned the content covered in class thus leading to a didactic transposition. The research pointed that there is lack of adequate spaces to invest in learning as a research laboratory, library, gardening maintenance, and care of the purchase of new computer for the computer room. Certainly, with these spaces furnished to facilitate the development experience, observation, exploration and care for the environment. Even without these spaces, it became evident from the analysis of speech of students, that there were didactical transposition of the contents studied in continuing education for the scope of the classroom. Finally, this study confirmed that continuous education and didactic transposition are tied intrinsicallyA presente pesquisa mostra a relevância da formação continuada e transposição didática para os educadores, que acreditam na melhoria da Educação oferecida na escola pública. A investigação realizou-se nos encontros de formação de educadores da área de Ciências do Ensino Fundamental II, promovidos pela Secretaria de Educação de Cajamar,SP, no distrito de Jordanésia e na E.M.E.B. Jardim São Luiz , no distrito de Polvilho, nos encontros de HTPC e em sala de aula, com os seguintes participantes: o professor de Ciências do Ensino Fundamental II e 07 (sete) alunos da 5ª Série A (6º Ano), em 2010. A pesquisa teve como objetivo investigar de que forma os estudos e as problematizações realizadas nos encontros de formação continuada aparecem no âmbito da sala de aula. E como pergunta norteadora: há transposição didática dos conhecimentos cientifícos estudados pelo professor na formação continuada e em sua prática cotidiana de trabalho? Encontramos respostas plausíveis, a partir da nossa frequência nos encontros de formação realizados na Secretaria de Educação, nas HTPCs e na sala de aula da 5ª Série A (6º Ano) da escola pesquisada. Portanto, a partir desse estudo, confirma-se a hipótese de que a formação continuada foi um espaço ímpar de reflexão e discussão, que contribuiu para a transposição didática, isto é, na passagem do saber científico para o saber a ensinar e, sucessivamente, para o saber ensinado e saber aprendido. É uma investigação com características da abordagem qualitativa, por isso utilizou-se das pesquisas de campo, bibliográfica e documental. Os dados foram coletados por meio de entrevista, questionário, observação e fotografia. Na análise do discurso do professor, denotou-se que a formação continuada possibilitou ao educador aprimoramento pedagógico, reflexão sobre as suas práticas, momentos de troca de experiências com seus pares e participação na elaboração dos conteúdos de Ciências que a rede considerou indispensáveis serem trabalhados no Ensino Fundamental II. Constatou-se, por meio dos discursos dos alunos participantes da pesquisa, que houve transposição didática, pois eles aprenderam os conteúdos abordados pelo professor em sala de aula. A pesquisa aponta que há falta de espaços adequados para investir na aprendizagem, como: laboratório de pesquisa, biblioteca, manutenção da horta, cuidado com a jardinagem e aquisição de novos computadores para a sala de informática. Certamente, com esses espaços equipados, facilitaria o desenvolvimento de experiência, observação, exploração e o cuidado com o meio ambiente. Mesmo sem esses espaços, evidenciou-se, a partir da análise dos discursos dos sujeitos, que houve transposição didática dos conteúdos estudados na formação continuada para o âmbito da sala de aula. Finalmente, confirmamos, nesse estudo, que formação continuada e transposição didática estão vinculadas intrinsecamenteapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22531/Terezinha%20Santana.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoEducadoresFormação continuadaTransposição didáticaTeachersContinuing educationDidactical transpositionCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOFormação continuada de professores e transposição didáticaContinued education for teachers and didactical transpositioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTTerezinha Santana.pdf.txtTerezinha Santana.pdf.txtExtracted texttext/plain325893https://repositorio.pucsp.br/xmlui/bitstream/handle/9602/3/Terezinha%20Santana.pdf.txt9ff4ed934e9a613d833fdfefe3e9a214MD53ORIGINALTerezinha Santana.pdfapplication/pdf3406029https://repositorio.pucsp.br/xmlui/bitstream/handle/9602/1/Terezinha%20Santana.pdfa0f401b4c02d63b3c4edaa087d23a8c3MD51THUMBNAILTerezinha Santana.pdf.jpgTerezinha Santana.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/9602/2/Terezinha%20Santana.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/96022022-04-19 16:00:44.099oai:repositorio.pucsp.br:handle/9602Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-19T19:00:44Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Formação continuada de professores e transposição didática
dc.title.alternative.eng.fl_str_mv Continued education for teachers and didactical transposition
title Formação continuada de professores e transposição didática
spellingShingle Formação continuada de professores e transposição didática
Santana, Terezinha
Educadores
Formação continuada
Transposição didática
Teachers
Continuing education
Didactical transposition
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Formação continuada de professores e transposição didática
title_full Formação continuada de professores e transposição didática
title_fullStr Formação continuada de professores e transposição didática
title_full_unstemmed Formação continuada de professores e transposição didática
title_sort Formação continuada de professores e transposição didática
author Santana, Terezinha
author_facet Santana, Terezinha
author_role author
dc.contributor.advisor1.fl_str_mv Noffs, Neide de Aquino
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4449116Y3
dc.contributor.author.fl_str_mv Santana, Terezinha
contributor_str_mv Noffs, Neide de Aquino
dc.subject.por.fl_str_mv Educadores
Formação continuada
Transposição didática
topic Educadores
Formação continuada
Transposição didática
Teachers
Continuing education
Didactical transposition
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Teachers
Continuing education
Didactical transposition
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description This research shows the importance of continued education and didactical transposition for teachers who believe in improving the education offered in public school. The research took place in the formative meetings of teachers in the area of science, promoted by the Education Department in Cajamar-São Paulo, and E.M.E.B. Jardim São Luiz , and in the meetings of HTPC and in classrooms with the following participants: science teacher and seven students from sixth grade in 2010. The study aimed to investigate how the studies and meetings carried out in the questioning continued training, appear within the classroom and as a guiding question: Are there didactical transposition of knowledge studied by the teacher in continuing education and in their daily practice work? We find answers from our attendance at training meetings conducted in the Department of Education, and HTPCs in the classroom with the school studied the application of techniques: interviews, questionnaires, observation and photographs. Therefore, from this study confirms the hypothesis that continuing education was a unique space for reflection and discussion that contributed to the passage of scientific knowledge for knowledge to be taught to know and subsequently taught and learned knowledge. It became evident through analysis of data the importance of continuing education as a space that allowed the didactic transposition. It features a survey of the qualitative approach, so we used the types of field researches, documentary and bibliographic research. The discourse analysis of teacher, shows that the continuing education of educators is to improve educational enabler, reflecting on their practice, for an exchange of experiences with peers and participation in planning the content of Sciences that the schools considered important to be worked in elementary schools It was also through the speech of the participants of the research they learned the content covered in class thus leading to a didactic transposition. The research pointed that there is lack of adequate spaces to invest in learning as a research laboratory, library, gardening maintenance, and care of the purchase of new computer for the computer room. Certainly, with these spaces furnished to facilitate the development experience, observation, exploration and care for the environment. Even without these spaces, it became evident from the analysis of speech of students, that there were didactical transposition of the contents studied in continuing education for the scope of the classroom. Finally, this study confirmed that continuous education and didactic transposition are tied intrinsically
publishDate 2011
dc.date.available.fl_str_mv 2011-10-17
dc.date.issued.fl_str_mv 2011-08-16
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