A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1500 |
Resumo: | New technologies are constantly emerging, this evolution of modernization processes and the constant transformations have an impact on political, social, cultural and educational development. These changes permeate and influence the educational processes, because the traditional models linked to a conception of a single time and space for the construction of knowledge are distant from the requirements of today, since learning can occur in different ways, in multiple spaces and times. It is considered that there is no single path for teaching and learning, in this logic, pedagogica is open to question, since the paradigms of traditional education do not match the transformations and demands of the information society paradigm. Thus, the problem of this study was How to use the station rotation model as a pedagogical strategy in the continuing education of teachers in basic education in Basic Education? In this way, the objective was to analyze the implementation of the station rotation model as a methodological strategy for pedagogical practice in the continuing education of teachers at a primary school in the early years of Ponta Grossa. We sought through the specific objectives: to understand the historical context in relation to Hybrid Education; Identify the characteristics of the proposed rotation by seasons; Check the feasibility of the proposed rotation by seasons within the initial years of elementary school; Classify student learning in different rotations; Analyze if the Rotation by seasons contributed to the teaching and learning process, in the student's autonomy and protagonist; Analyze the possible contributions of the extension course “Hybrid Teaching and its applicability in pedagogical practice”, in the continuing education of elementary school teachers. The methodology was characterized by the bibliographic review based on Bacich (2015), Behrens (2009), Christensen; Horn; Staker (2013), Freire (1996), Moran (2013), Kenski (2012) and Pretto (2013). The content analysis was supported by the concepts of Bardin (2009), a field research was carried out, with qualitative analysis supported by Flick (2004). The research data were collected through the extension course that was sent and approved by the Research Ethics Committee in 2019. The data collection instruments available in the online course consisted of 3 (three) semi-structured questionnaires in person, the course was offered to 20 (twenty) teachers of Basic Education, in hybrid mode, organized on the moodle platform with a workload of 50 hours. The results of the research indicated that teachers want and need continuing education processes, which they consider essential for their pedagogical development and the teaching and learning process. Some checks based on data analysis indicated that in order to change conventional practices, it is necessary to improve the proposals for continuing teacher education, leading the teacher to reflect on his own practice and the results of his students' learning process. The analyzed questionnaires showed an absence of theoretical knowledge, restricting themselves to a discourse without reflection, presenting “impressions” about the training practice. It is noteworthy that from the testimonies the physical space and technological resources were not cited as impediments to the study, as well as participation in the extension course. Finally, most participants stressed that the proposal for rotation by seasons contributed to their engagement in the construction of planning, in the observation of the construction of student knowledge and in the possibilities of personalizing pedagogical work. |
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Santinello, Jamilehttp://lattes.cnpq.br/4637552062563420049.560.839-47http://lattes.cnpq.br/5278261590005231SANTOS, VILMA PEREIRA DA LUZ2021-04-05T19:52:07Z2020-12-17SANTOS, VILMA PEREIRA DA LUZ. A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA. 2020. 190 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1500New technologies are constantly emerging, this evolution of modernization processes and the constant transformations have an impact on political, social, cultural and educational development. These changes permeate and influence the educational processes, because the traditional models linked to a conception of a single time and space for the construction of knowledge are distant from the requirements of today, since learning can occur in different ways, in multiple spaces and times. It is considered that there is no single path for teaching and learning, in this logic, pedagogica is open to question, since the paradigms of traditional education do not match the transformations and demands of the information society paradigm. Thus, the problem of this study was How to use the station rotation model as a pedagogical strategy in the continuing education of teachers in basic education in Basic Education? In this way, the objective was to analyze the implementation of the station rotation model as a methodological strategy for pedagogical practice in the continuing education of teachers at a primary school in the early years of Ponta Grossa. We sought through the specific objectives: to understand the historical context in relation to Hybrid Education; Identify the characteristics of the proposed rotation by seasons; Check the feasibility of the proposed rotation by seasons within the initial years of elementary school; Classify student learning in different rotations; Analyze if the Rotation by seasons contributed to the teaching and learning process, in the student's autonomy and protagonist; Analyze the possible contributions of the extension course “Hybrid Teaching and its applicability in pedagogical practice”, in the continuing education of elementary school teachers. The methodology was characterized by the bibliographic review based on Bacich (2015), Behrens (2009), Christensen; Horn; Staker (2013), Freire (1996), Moran (2013), Kenski (2012) and Pretto (2013). The content analysis was supported by the concepts of Bardin (2009), a field research was carried out, with qualitative analysis supported by Flick (2004). The research data were collected through the extension course that was sent and approved by the Research Ethics Committee in 2019. The data collection instruments available in the online course consisted of 3 (three) semi-structured questionnaires in person, the course was offered to 20 (twenty) teachers of Basic Education, in hybrid mode, organized on the moodle platform with a workload of 50 hours. The results of the research indicated that teachers want and need continuing education processes, which they consider essential for their pedagogical development and the teaching and learning process. Some checks based on data analysis indicated that in order to change conventional practices, it is necessary to improve the proposals for continuing teacher education, leading the teacher to reflect on his own practice and the results of his students' learning process. The analyzed questionnaires showed an absence of theoretical knowledge, restricting themselves to a discourse without reflection, presenting “impressions” about the training practice. It is noteworthy that from the testimonies the physical space and technological resources were not cited as impediments to the study, as well as participation in the extension course. Finally, most participants stressed that the proposal for rotation by seasons contributed to their engagement in the construction of planning, in the observation of the construction of student knowledge and in the possibilities of personalizing pedagogical work.Continuamente surgem novas tecnologias, essa evolução dos processos de modernização e as constantes transformações impactam no desenvolvimento político, social, cultural e educacional. Essas alterações perpassam e influenciam os processos educacionais, pois, os modelos tradicionais vinculados a uma concepção de um único tempo e espaço para construção do conhecimento apresentam-se distantes das exigências da atualidade, uma vez que a aprendizagem pode ocorrer de diferentes formas, em múltiplos espaços e tempos. Considera-se que não há um único caminho para o ensino e aprendizagem, nessa lógica, a prática pedagógica é passível de questionamentos, uma vez que os paradigmas da educação tradicional não condizem com as transformações e exigências do paradigma da sociedade da informação. Assim, o problema deste estudo consistiu-se em: Como utilizar o modelo de rotação por estações como estratégia pedagógica na formação continuada de professores no ensino fundamental da Educação Básica? Deste modo, objetivou-se analisar a implementação do modelo de rotação por estações como estratégia metodológica para a prática pedagógica na formação continuada dos docentes de uma escola do ensino fundamental dos anos iniciais de Ponta Grossa. Buscou-se por meio dos objetivos específicos: compreender a contextualização histórica em relação a Educação Híbrida; Identificar as características da proposta de rotação por estações; Verificar a viabilidade da proposta de rotação por estações no âmbito dos anos iniciais no Ensino Fundamental; Classificar a aprendizagem do aluno nas diferentes rotações; Analisar se a Rotação por estações contribuiu para o processo de ensino e aprendizagem, na autonomia e protagonismo do aluno; Analisar as possíveis contribuições do curso de extensão “Ensino Híbrido e sua aplicabilidade na prática pedagógica”, na formação continuada dos professores do ensino fundamental anos iniciais. A metodologia caracterizou-se na revisão bibliográfica alicerçada em Bacich (2015), Behrens (2009), Christensen; Horn; Staker (2013), Freire (1996), Moran (2013) Kenski (2012) e Pretto (2013). A análise de conteúdo foi amparada nas concepções de Bardin (2009), realizou- se uma pesquisa de campo, com análise qualitativa apoiada em Flick (2004). Os dados da pesquisa foram coletados por intermédio do curso de extensão que foi remetido e aprovado pelo Comitê de Ética em Pesquisa no ano de 2019. Os instrumentos de coleta de dados dispostos no curso online foram constituídos em 3 (três) questionários semiestruturados de forma presencial, o curso foi oferecido aos 20 (vinte) docentes da Educação Básica, em modalidade híbrida, organizado na plataforma moodle com carga horária de 50 horas. Os resultados da pesquisa indicaram que os docentes almejam e necessitam de processos de formação continuada, consideram essencial para o seu desenvolvimento pedagógico e o processo de ensino e aprendizagem. Algumas verificações a partir das análises dos dados indicaram que para que haja alteração das práticas convencionais é necessário aperfeiçoar as propostas de formação docente continuada, levando o docente a reflexão da sua própria prática e dos resultados do processo de aprendizagem de seus alunos. Os questionários analisados denotaram ausência de conhecimento teórico, restringindo-se a um discurso sem reflexão, apesentando “impressões” sobre a prática formativa. Ressalta-se que a partir dos depoimentos o espaço físico e os recursos tecnológicos não foram citados como impedimentos para realização do estudo, bem como a participação nocurso de extensão. Por fim, a maioria dos participantes ressaltou que a proposta de rotação por estaçõescontribuiu para seu engajamento na construção do planejamento, na observação da construção do conhecimento do aluno e nas possibilidades da personalização do trabalho pedagógico.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2021-04-05T19:52:07Z No. of bitstreams: 1 DISSERTAÇÃO VILMA.pdf: 10417769 bytes, checksum: e8d74b789811aa5c040afcc8947275ec (MD5)Made available in DSpace on 2021-04-05T19:52:07Z (GMT). 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dc.title.por.fl_str_mv |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
dc.title.alternative.por.fl_str_mv |
THE ROTATION BY SEASONS IN CONTINUING TRAINING OF BASIC EDUCATION TEACHERS: A PROPOSAL FROM THE PERSPECTIVE OF HYBRID EDUCATION |
title |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
spellingShingle |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA SANTOS, VILMA PEREIRA DA LUZ Educação Básica Educação Híbrida Formação Docente Continuada Rotação por Estações Tecnologias Digitais da Informação e Comunicação Basic education Hybrid Education Continuing Teacher Education Station Rotation Digital Technologies of Information and Communication CIENCIAS HUMANAS::EDUCACAO |
title_short |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
title_full |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
title_fullStr |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
title_full_unstemmed |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
title_sort |
A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA |
author |
SANTOS, VILMA PEREIRA DA LUZ |
author_facet |
SANTOS, VILMA PEREIRA DA LUZ |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santinello, Jamile |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4637552062563420 |
dc.contributor.authorID.fl_str_mv |
049.560.839-47 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5278261590005231 |
dc.contributor.author.fl_str_mv |
SANTOS, VILMA PEREIRA DA LUZ |
contributor_str_mv |
Santinello, Jamile |
dc.subject.por.fl_str_mv |
Educação Básica Educação Híbrida Formação Docente Continuada Rotação por Estações Tecnologias Digitais da Informação e Comunicação |
topic |
Educação Básica Educação Híbrida Formação Docente Continuada Rotação por Estações Tecnologias Digitais da Informação e Comunicação Basic education Hybrid Education Continuing Teacher Education Station Rotation Digital Technologies of Information and Communication CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Basic education Hybrid Education Continuing Teacher Education Station Rotation Digital Technologies of Information and Communication |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
New technologies are constantly emerging, this evolution of modernization processes and the constant transformations have an impact on political, social, cultural and educational development. These changes permeate and influence the educational processes, because the traditional models linked to a conception of a single time and space for the construction of knowledge are distant from the requirements of today, since learning can occur in different ways, in multiple spaces and times. It is considered that there is no single path for teaching and learning, in this logic, pedagogica is open to question, since the paradigms of traditional education do not match the transformations and demands of the information society paradigm. Thus, the problem of this study was How to use the station rotation model as a pedagogical strategy in the continuing education of teachers in basic education in Basic Education? In this way, the objective was to analyze the implementation of the station rotation model as a methodological strategy for pedagogical practice in the continuing education of teachers at a primary school in the early years of Ponta Grossa. We sought through the specific objectives: to understand the historical context in relation to Hybrid Education; Identify the characteristics of the proposed rotation by seasons; Check the feasibility of the proposed rotation by seasons within the initial years of elementary school; Classify student learning in different rotations; Analyze if the Rotation by seasons contributed to the teaching and learning process, in the student's autonomy and protagonist; Analyze the possible contributions of the extension course “Hybrid Teaching and its applicability in pedagogical practice”, in the continuing education of elementary school teachers. The methodology was characterized by the bibliographic review based on Bacich (2015), Behrens (2009), Christensen; Horn; Staker (2013), Freire (1996), Moran (2013), Kenski (2012) and Pretto (2013). The content analysis was supported by the concepts of Bardin (2009), a field research was carried out, with qualitative analysis supported by Flick (2004). The research data were collected through the extension course that was sent and approved by the Research Ethics Committee in 2019. The data collection instruments available in the online course consisted of 3 (three) semi-structured questionnaires in person, the course was offered to 20 (twenty) teachers of Basic Education, in hybrid mode, organized on the moodle platform with a workload of 50 hours. The results of the research indicated that teachers want and need continuing education processes, which they consider essential for their pedagogical development and the teaching and learning process. Some checks based on data analysis indicated that in order to change conventional practices, it is necessary to improve the proposals for continuing teacher education, leading the teacher to reflect on his own practice and the results of his students' learning process. The analyzed questionnaires showed an absence of theoretical knowledge, restricting themselves to a discourse without reflection, presenting “impressions” about the training practice. It is noteworthy that from the testimonies the physical space and technological resources were not cited as impediments to the study, as well as participation in the extension course. Finally, most participants stressed that the proposal for rotation by seasons contributed to their engagement in the construction of planning, in the observation of the construction of student knowledge and in the possibilities of personalizing pedagogical work. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-17 |
dc.date.accessioned.fl_str_mv |
2021-04-05T19:52:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, VILMA PEREIRA DA LUZ. A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA. 2020. 190 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1500 |
identifier_str_mv |
SANTOS, VILMA PEREIRA DA LUZ. A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA. 2020. 190 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/1500 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-5003148480375907023 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
4271042743852231756 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação (Mestrado - Irati) |
dc.publisher.initials.fl_str_mv |
UNICENTRO |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Unicentro::Departamento de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.source.none.fl_str_mv |
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UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
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