CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM
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Data de Publicação: | 2021 |
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Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3221 |
Resumo: | The central theme of this article is the formation of teachers in the formation space of the Pedagogical Residency Program (PRP) with a focus on the area of Natural Sciences and its Technologies. Through bibliographical research with the BDTD and Capes, we sought to understand aspects that relate to the curricular dimensions present in the discourses of the research carried out. Data analysis was performed using the ATD, which made it possible to consider intermediate categories: i) Importance of incorporating school space issues into the curriculum; ii) Construction of teaching knowledge; iii) Need to strengthen the relationship between theory and practice; iv) Reflection on the actions developed with a formative bias, as well as the final categories: Contextualization and InterAction. The metatext construction process interposes the look at the curricular dimensions as a reflexive movement in the training context of the PRP enhanced by the dialogue between different levels of knowledge - initial training, basic education teachers and teacher trainers. Reflection is brought up as a formation category through which the Research-Training-Action processes in Science are developed and signal bets for teacher formation, both initial and continued. |
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CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM DIMENSIONES CURRICULARES COMO MOVIMIENTO FORMATIVO EN EL PROGRAMA DE RESIDENCIA PEDAGÓGICA AS DIMENSÕES CURRICULARES COMO MOVIMENTO FORMATIVO NO PROGRAMA RESIDÊNCIA PEDAGÓGICA Formação de professoresInvestigação-Formação-AçãoEnsino de CiênciasTeacher formationResearch-Formation-ActionScience TeachingFormación del profesoradoInvestigación-Formación-AcciónEnseñanza de las CienciasThe central theme of this article is the formation of teachers in the formation space of the Pedagogical Residency Program (PRP) with a focus on the area of Natural Sciences and its Technologies. Through bibliographical research with the BDTD and Capes, we sought to understand aspects that relate to the curricular dimensions present in the discourses of the research carried out. Data analysis was performed using the ATD, which made it possible to consider intermediate categories: i) Importance of incorporating school space issues into the curriculum; ii) Construction of teaching knowledge; iii) Need to strengthen the relationship between theory and practice; iv) Reflection on the actions developed with a formative bias, as well as the final categories: Contextualization and InterAction. The metatext construction process interposes the look at the curricular dimensions as a reflexive movement in the training context of the PRP enhanced by the dialogue between different levels of knowledge - initial training, basic education teachers and teacher trainers. Reflection is brought up as a formation category through which the Research-Training-Action processes in Science are developed and signal bets for teacher formation, both initial and continued.El tema central de este artículo es la formación de docentes en el espacio de formación del Programa de Residencia Pedagógica (PRP) con enfoque en el área de Ciencias Naturales y sus Tecnologías. A través de la investigación bibliográfica con el BDTD y Capes, se buscó comprender aspectos que se relacionan con las dimensiones curriculares presentes en los discursos de las investigaciones realizadas. El análisis de los datos se realizó mediante el ATD, lo que permitió considerar categorías intermedias: i) Importancia de incorporar la temática del espacio escolar en el currículo; ii) Construcción de conocimientos docentes; iii) Necesidad de fortalecer la relación entre teoría y práctica; iv) Reflexión sobre las acciones desarrolladas con sesgo formativo, así como las categorías finales: Contextualización e Interacción. El proceso de construcción del metatexto interpone la mirada a las dimensiones curriculares como un movimiento reflexivo en el contexto formativo del PRP potenciado por el diálogo entre diferentes niveles de conocimiento - formación inicial, docentes de educación básica y formadores de docentes. La reflexión se plantea como una categoría formativa a través de la cual se desarrollan los procesos Investigación-Formación-Acción en Ciencia y señalan apuestas para la formación docente, tanto inicial como continuada.A temática central do presente artigo é a formação de professores em espaço formativo do Programa Residência Pedagógica (PRP) com enfoque na área de Ciências da Natureza e suas Tecnologias. Por meio de pesquisa bibliográfica junto ao BDTD e da Capes buscou-se compreender aspectos que se reportam para as dimensões curriculares presentes nos discursos das pesquisas realizadas. A análise dos dados foi realizada por meio da ATD que oportunizou considerar categorias intermediárias: i) Importância de incorporar ao currículo questões do espaço escolar; ii) Construção de saberes docentes; iii) Necessidade do fortalecimento das relações entre teoria e prática; iv) Reflexão sobre as ações desenvolvidas como viés formativo, bem como categorias finais: ContextualizAção e InterAção. O processo de construção do metatexto interpõe o olhar para as dimensões curriculares como movimento reflexivo no contexto formativo do PRP potencializado pelo diálogo entre diferentes níveis de conhecimento - formação inicial, professores da educação básica e professores formadores. A reflexão é trazida como categoria formativa pela qual se desenvolvem os processos de Investigação-Formação-Ação em Ciências e sinalizam apostas para a formação de professores tanto inicial como continuada.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-11-25info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/322110.1590/SciELOPreprints.3221porhttps://preprints.scielo.org/index.php/scielo/article/view/3221/5786Copyright (c) 2021 Franciele Siqueira Radetzke, Marli Dallagnol Frisonhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSiqueira Radetzke, FrancieleDallagnol Frison, Marlireponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-11-20T23:17:10Zoai:ops.preprints.scielo.org:preprint/3221Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-11-20T23:17:10SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM DIMENSIONES CURRICULARES COMO MOVIMIENTO FORMATIVO EN EL PROGRAMA DE RESIDENCIA PEDAGÓGICA AS DIMENSÕES CURRICULARES COMO MOVIMENTO FORMATIVO NO PROGRAMA RESIDÊNCIA PEDAGÓGICA |
title |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
spellingShingle |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM Siqueira Radetzke, Franciele Formação de professores Investigação-Formação-Ação Ensino de Ciências Teacher formation Research-Formation-Action Science Teaching Formación del profesorado Investigación-Formación-Acción Enseñanza de las Ciencias |
title_short |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
title_full |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
title_fullStr |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
title_full_unstemmed |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
title_sort |
CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM |
author |
Siqueira Radetzke, Franciele |
author_facet |
Siqueira Radetzke, Franciele Dallagnol Frison, Marli |
author_role |
author |
author2 |
Dallagnol Frison, Marli |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Siqueira Radetzke, Franciele Dallagnol Frison, Marli |
dc.subject.por.fl_str_mv |
Formação de professores Investigação-Formação-Ação Ensino de Ciências Teacher formation Research-Formation-Action Science Teaching Formación del profesorado Investigación-Formación-Acción Enseñanza de las Ciencias |
topic |
Formação de professores Investigação-Formação-Ação Ensino de Ciências Teacher formation Research-Formation-Action Science Teaching Formación del profesorado Investigación-Formación-Acción Enseñanza de las Ciencias |
description |
The central theme of this article is the formation of teachers in the formation space of the Pedagogical Residency Program (PRP) with a focus on the area of Natural Sciences and its Technologies. Through bibliographical research with the BDTD and Capes, we sought to understand aspects that relate to the curricular dimensions present in the discourses of the research carried out. Data analysis was performed using the ATD, which made it possible to consider intermediate categories: i) Importance of incorporating school space issues into the curriculum; ii) Construction of teaching knowledge; iii) Need to strengthen the relationship between theory and practice; iv) Reflection on the actions developed with a formative bias, as well as the final categories: Contextualization and InterAction. The metatext construction process interposes the look at the curricular dimensions as a reflexive movement in the training context of the PRP enhanced by the dialogue between different levels of knowledge - initial training, basic education teachers and teacher trainers. Reflection is brought up as a formation category through which the Research-Training-Action processes in Science are developed and signal bets for teacher formation, both initial and continued. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/3221 10.1590/SciELOPreprints.3221 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3221 |
identifier_str_mv |
10.1590/SciELOPreprints.3221 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3221/5786 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Franciele Siqueira Radetzke, Marli Dallagnol Frison https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Franciele Siqueira Radetzke, Marli Dallagnol Frison https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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