Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UCB |
Texto Completo: | https://bdtd.ucb.br:8443/jspui/handle/tede/2742 |
Resumo: | Teacher training has been a widely discussed in school institutions, since educator training is an essential factor for students' teaching and learning. Thus, this research aims to investigate the possibility of implementing or not the application of reflective pedagogical practices and teaching-learning methodologies in a municipal school in S??o Lu??s - MA. It started from a qualitative approach, through research - participant, bibliographic, documental analysis (research diary) and observations of the researcher as sources of information, to corroborate the impressions and capture the meaning of the participants' pedagogical actions and the meaning by they attributed to the situations experienced. 15 (Fifteen) interns participated in the research who built field diaries about the experience of 10 (ten) regencies that were treated and analyzed through content analysis proposed by Bardin (2011), using Iramuteq Software. Therefore, the main results indicated that the trainees consider the student as the main actor, but don??t reflect on their pedagogical practice, it did not register conflicts, questions, learning, reflections about yourself. Few interns who have matured their professional identity to a pedagogical practice consistent with contemporary theories of education in initial training. It still needs to deconstruct concepts from traditional education to 21st century education. It is believed that, for teachers to develop a reflexive posture in their daily lives, there is a great need for this conduct to be from its initial formation, in the first semesters, aiming at the development of actions that become reflexive before, during and after. From the analyzes made by the researcher, some points that emerged from this investigation are highlighted as a possible contribution to teacher education: there is a need for training to contextualize the internships; within the school there is no collective space for reflection on the practice, the need to invest more and better in the knowledge of the experience developed. |
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Hedler, Helga Cristinahttp://lattes.cnpq.br/9878306773047270http://lattes.cnpq.br/2732353188307284Nunes, M??nica Maria Avelar de Carvalho2020-04-14T23:02:28Z2019-12-05NUNES, M??nica Maria Avelar de Carvalho. Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA. 2019. 141 f. Tese (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019.https://bdtd.ucb.br:8443/jspui/handle/tede/2742Teacher training has been a widely discussed in school institutions, since educator training is an essential factor for students' teaching and learning. Thus, this research aims to investigate the possibility of implementing or not the application of reflective pedagogical practices and teaching-learning methodologies in a municipal school in S??o Lu??s - MA. It started from a qualitative approach, through research - participant, bibliographic, documental analysis (research diary) and observations of the researcher as sources of information, to corroborate the impressions and capture the meaning of the participants' pedagogical actions and the meaning by they attributed to the situations experienced. 15 (Fifteen) interns participated in the research who built field diaries about the experience of 10 (ten) regencies that were treated and analyzed through content analysis proposed by Bardin (2011), using Iramuteq Software. Therefore, the main results indicated that the trainees consider the student as the main actor, but don??t reflect on their pedagogical practice, it did not register conflicts, questions, learning, reflections about yourself. Few interns who have matured their professional identity to a pedagogical practice consistent with contemporary theories of education in initial training. It still needs to deconstruct concepts from traditional education to 21st century education. It is believed that, for teachers to develop a reflexive posture in their daily lives, there is a great need for this conduct to be from its initial formation, in the first semesters, aiming at the development of actions that become reflexive before, during and after. From the analyzes made by the researcher, some points that emerged from this investigation are highlighted as a possible contribution to teacher education: there is a need for training to contextualize the internships; within the school there is no collective space for reflection on the practice, the need to invest more and better in the knowledge of the experience developed.A forma????o do professor vem sendo amplamente discutida nas institui????es escolares, visto que, a forma????o do educador ?? um fator essencial para o ensino e a aprendizagem dos alunos. Desse modo, esta pesquisa objetiva-se em investigar a possibilidade de efetivar ou n??o a aplica????o das pr??ticas pedag??gicas reflexivas e metodologias ativas numa escola municipal de S??o Lu??s - MA. Partiu-se de uma abordagem qualitativa, por meio da pesquisa - participante, bibliogr??fica, an??lise documental (di??rio de pesquisa) e observa????es da pesquisadora como fontes de informa????o, para corroborar as impress??es e captar o significado das a????es pedag??gicas dos participantes e o sentido por eles atribu??do ??s situa????es vivenciadas. Participaram da pesquisa 15 (quinze) estagi??rios que constru??ram di??rios de campo sobre a viv??ncia de 10 (dez) reg??ncias, que foram tratadas e analisadas por meio de an??lise de conte??do propostas por Bardin (2011), utilizando Software Iramuteq. Logo, os principais resultados indicaram que os estagi??rios consideram o aluno como ator principal, mas n??o refletem sobre a pr??tica pedag??gica deles, n??o resgistraram os conflitos, os questionamentos, as aprendizagens, as reflex??es. sobre si. Poucos estagi??rios que conseguiram o amadurecimento da identidade profissional para uma pr??tica pedag??gica condizente com as teorias contempor??neas da educa????o na forma????o inicial. Ainda precisa desconstruir conceitos da educa????o tradicional para uma educa????o do s??culo XXI. Acredita-se que, para os docentes desenvolverem uma postura reflexiva em seu cotidiano, h?? uma grande necessidade desta conduta estar desde sua forma????o inicial, nos primeiros semestres, objetivando o desenvolvimento das a????es se tornam reflexivas antes, durante e depois. A partir das analises feitas pela pesquisadora, destaca-se alguns pontos que emergiram desta investiga????o como possivel contribui????o para forma????o do professor: h?? necessidade de ter uma forma????o para contextualiza????o dos est??gios; no ??mbito da escola n??o h?? um espa??o coletivo de reflex??o da pr??tica, necessidade de investir mais e melhor em saberes da experi??ncia desenvolvidos.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-14T23:02:10Z No. of bitstreams: 1 MonicaMariaAvelardeCarvalhoNunesTese2019.pdf: 1386055 bytes, checksum: cb9708ba7c5d20e5612e95b2400da900 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-14T23:02:28Z (GMT) No. of bitstreams: 1 MonicaMariaAvelardeCarvalhoNunesTese2019.pdf: 1386055 bytes, checksum: cb9708ba7c5d20e5612e95b2400da900 (MD5)Made available in DSpace on 2020-04-14T23:02:28Z (GMT). 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dc.title.por.fl_str_mv |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
title |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
spellingShingle |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA Nunes, M??nica Maria Avelar de Carvalho Pr??ticas reflexivas Forma????o docente Metodologias ativas Teaching-learning methodologies Reflective practical Practical training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
title_full |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
title_fullStr |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
title_full_unstemmed |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
title_sort |
Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA |
author |
Nunes, M??nica Maria Avelar de Carvalho |
author_facet |
Nunes, M??nica Maria Avelar de Carvalho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Hedler, Helga Cristina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9878306773047270 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2732353188307284 |
dc.contributor.author.fl_str_mv |
Nunes, M??nica Maria Avelar de Carvalho |
contributor_str_mv |
Hedler, Helga Cristina |
dc.subject.por.fl_str_mv |
Pr??ticas reflexivas Forma????o docente Metodologias ativas |
topic |
Pr??ticas reflexivas Forma????o docente Metodologias ativas Teaching-learning methodologies Reflective practical Practical training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching-learning methodologies Reflective practical Practical training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
Teacher training has been a widely discussed in school institutions, since educator training is an essential factor for students' teaching and learning. Thus, this research aims to investigate the possibility of implementing or not the application of reflective pedagogical practices and teaching-learning methodologies in a municipal school in S??o Lu??s - MA. It started from a qualitative approach, through research - participant, bibliographic, documental analysis (research diary) and observations of the researcher as sources of information, to corroborate the impressions and capture the meaning of the participants' pedagogical actions and the meaning by they attributed to the situations experienced. 15 (Fifteen) interns participated in the research who built field diaries about the experience of 10 (ten) regencies that were treated and analyzed through content analysis proposed by Bardin (2011), using Iramuteq Software. Therefore, the main results indicated that the trainees consider the student as the main actor, but don??t reflect on their pedagogical practice, it did not register conflicts, questions, learning, reflections about yourself. Few interns who have matured their professional identity to a pedagogical practice consistent with contemporary theories of education in initial training. It still needs to deconstruct concepts from traditional education to 21st century education. It is believed that, for teachers to develop a reflexive posture in their daily lives, there is a great need for this conduct to be from its initial formation, in the first semesters, aiming at the development of actions that become reflexive before, during and after. From the analyzes made by the researcher, some points that emerged from this investigation are highlighted as a possible contribution to teacher education: there is a need for training to contextualize the internships; within the school there is no collective space for reflection on the practice, the need to invest more and better in the knowledge of the experience developed. |
dc.description.abstract.por.fl_txt_mv |
A forma????o do professor vem sendo amplamente discutida nas institui????es escolares, visto que, a forma????o do educador ?? um fator essencial para o ensino e a aprendizagem dos alunos. Desse modo, esta pesquisa objetiva-se em investigar a possibilidade de efetivar ou n??o a aplica????o das pr??ticas pedag??gicas reflexivas e metodologias ativas numa escola municipal de S??o Lu??s - MA. Partiu-se de uma abordagem qualitativa, por meio da pesquisa - participante, bibliogr??fica, an??lise documental (di??rio de pesquisa) e observa????es da pesquisadora como fontes de informa????o, para corroborar as impress??es e captar o significado das a????es pedag??gicas dos participantes e o sentido por eles atribu??do ??s situa????es vivenciadas. Participaram da pesquisa 15 (quinze) estagi??rios que constru??ram di??rios de campo sobre a viv??ncia de 10 (dez) reg??ncias, que foram tratadas e analisadas por meio de an??lise de conte??do propostas por Bardin (2011), utilizando Software Iramuteq. Logo, os principais resultados indicaram que os estagi??rios consideram o aluno como ator principal, mas n??o refletem sobre a pr??tica pedag??gica deles, n??o resgistraram os conflitos, os questionamentos, as aprendizagens, as reflex??es. sobre si. Poucos estagi??rios que conseguiram o amadurecimento da identidade profissional para uma pr??tica pedag??gica condizente com as teorias contempor??neas da educa????o na forma????o inicial. Ainda precisa desconstruir conceitos da educa????o tradicional para uma educa????o do s??culo XXI. Acredita-se que, para os docentes desenvolverem uma postura reflexiva em seu cotidiano, h?? uma grande necessidade desta conduta estar desde sua forma????o inicial, nos primeiros semestres, objetivando o desenvolvimento das a????es se tornam reflexivas antes, durante e depois. A partir das analises feitas pela pesquisadora, destaca-se alguns pontos que emergiram desta investiga????o como possivel contribui????o para forma????o do professor: h?? necessidade de ter uma forma????o para contextualiza????o dos est??gios; no ??mbito da escola n??o h?? um espa??o coletivo de reflex??o da pr??tica, necessidade de investir mais e melhor em saberes da experi??ncia desenvolvidos. |
description |
Teacher training has been a widely discussed in school institutions, since educator training is an essential factor for students' teaching and learning. Thus, this research aims to investigate the possibility of implementing or not the application of reflective pedagogical practices and teaching-learning methodologies in a municipal school in S??o Lu??s - MA. It started from a qualitative approach, through research - participant, bibliographic, documental analysis (research diary) and observations of the researcher as sources of information, to corroborate the impressions and capture the meaning of the participants' pedagogical actions and the meaning by they attributed to the situations experienced. 15 (Fifteen) interns participated in the research who built field diaries about the experience of 10 (ten) regencies that were treated and analyzed through content analysis proposed by Bardin (2011), using Iramuteq Software. Therefore, the main results indicated that the trainees consider the student as the main actor, but don??t reflect on their pedagogical practice, it did not register conflicts, questions, learning, reflections about yourself. Few interns who have matured their professional identity to a pedagogical practice consistent with contemporary theories of education in initial training. It still needs to deconstruct concepts from traditional education to 21st century education. It is believed that, for teachers to develop a reflexive posture in their daily lives, there is a great need for this conduct to be from its initial formation, in the first semesters, aiming at the development of actions that become reflexive before, during and after. From the analyzes made by the researcher, some points that emerged from this investigation are highlighted as a possible contribution to teacher education: there is a need for training to contextualize the internships; within the school there is no collective space for reflection on the practice, the need to invest more and better in the knowledge of the experience developed. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-05 |
dc.date.accessioned.fl_str_mv |
2020-04-14T23:02:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
NUNES, M??nica Maria Avelar de Carvalho. Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA. 2019. 141 f. Tese (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2742 |
identifier_str_mv |
NUNES, M??nica Maria Avelar de Carvalho. Pr??ticas pedag??gicas reflexivas e metodologias ativas: possibilidades na escola p??blica municipal em S??o Lu??s - MA. 2019. 141 f. Tese (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019. |
url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2742 |
dc.language.iso.fl_str_mv |
por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Cat??lica de Bras??lia |
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UCB |
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Brasil |
dc.publisher.department.fl_str_mv |
Escola de Educa????o, Tecnologia e Comunica????o |
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Universidade Cat??lica de Bras??lia |
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