Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2610 |
Resumo: | The purpose of this experience report is to reflect on some of the main challenges when planning and executing pedagogical activities in initial training of teaching practice in Chemistry, focusing on non-formal educational spaces. The intervention took place in a Reference and Social Assistance Center (CRAS) in the municipality of Barcarena-PA, involving adolescents, in a didactic sequence that had soda as its central theme. It is a qualitative approach that involved discursive textual analysis to interpret the empirical material and the facts experienced in the logbook. As a result, some challenges were evidenced in the first academic incursion of academics when experiencing the practices in non-formal spaces, the challenges being categorized into structural and pedagogical, pointing out alternatives for overcoming them. However, it is considered feasible to develop teaching activities in a non-formal space, as there are several ways to organize attractive activities with strategies that favor interactive moments. |
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Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers trainingO CRAS como espaço não formal no ensino de Química: reflexões de desafios na formação docenteEspaços não formaisEnsino e aprendizagem em químicaFormação de professoresNon formal spacesChemistry Teaching-learningTeachers trainingThe purpose of this experience report is to reflect on some of the main challenges when planning and executing pedagogical activities in initial training of teaching practice in Chemistry, focusing on non-formal educational spaces. The intervention took place in a Reference and Social Assistance Center (CRAS) in the municipality of Barcarena-PA, involving adolescents, in a didactic sequence that had soda as its central theme. It is a qualitative approach that involved discursive textual analysis to interpret the empirical material and the facts experienced in the logbook. As a result, some challenges were evidenced in the first academic incursion of academics when experiencing the practices in non-formal spaces, the challenges being categorized into structural and pedagogical, pointing out alternatives for overcoming them. However, it is considered feasible to develop teaching activities in a non-formal space, as there are several ways to organize attractive activities with strategies that favor interactive moments.O objetivo deste relato de experiência é refletir sobre alguns dos principais desafios presentes ao planejar e executar atividades pedagógicas em Química na prática docente em formação inicial, tendo como foco os espaços não formais de educação. A intervenção aconteceu em um Cento de Referência e Assistência Social (CRAS) no município de Barcarena-PA, envolvendo adolescentes, em uma sequência didática que tinha como tema central o refrigerante. Trata-se de uma abordagem qualitativa que envolveu análise textual discursiva para interpretação do material empírico e dos fatos vivenciados no diário de bordo. Como resultado, evidenciou-se alguns desafios na primeira incursão docente de acadêmicos ao vivenciar as práticas em espaços não formais, sendo os desafios categorizados em estruturais e pedagógicos, apontando ainda alternativas para sua superação. Todavia, considera-se viável desenvolver atividades de ensino em espaço não formal, pois várias são as maneiras de se organizar atividades atrativas com estratégias que privilegiam momentos interativos.Editora Cruzeiro do Sul2020-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/261010.26843/10.26843/rencima.v11i7.2610Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 255-2752179-426X10.26843/10.26843/rencima.v11i7reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2610/1419https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessRodrigues, Breno DiasSouza, Alex Kidd da SilvaTrevisan, Inês2023-05-12T18:13:08Zoai:ojs.pkp.sfu.ca:article/2610Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T18:13:08Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training O CRAS como espaço não formal no ensino de Química: reflexões de desafios na formação docente |
title |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
spellingShingle |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training Rodrigues, Breno Dias Espaços não formais Ensino e aprendizagem em química Formação de professores Non formal spaces Chemistry Teaching-learning Teachers training |
title_short |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
title_full |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
title_fullStr |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
title_full_unstemmed |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
title_sort |
Cras as non-formal space in Chemistry teaching: reflections of challenges inteachers training |
author |
Rodrigues, Breno Dias |
author_facet |
Rodrigues, Breno Dias Souza, Alex Kidd da Silva Trevisan, Inês |
author_role |
author |
author2 |
Souza, Alex Kidd da Silva Trevisan, Inês |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rodrigues, Breno Dias Souza, Alex Kidd da Silva Trevisan, Inês |
dc.subject.por.fl_str_mv |
Espaços não formais Ensino e aprendizagem em química Formação de professores Non formal spaces Chemistry Teaching-learning Teachers training |
topic |
Espaços não formais Ensino e aprendizagem em química Formação de professores Non formal spaces Chemistry Teaching-learning Teachers training |
description |
The purpose of this experience report is to reflect on some of the main challenges when planning and executing pedagogical activities in initial training of teaching practice in Chemistry, focusing on non-formal educational spaces. The intervention took place in a Reference and Social Assistance Center (CRAS) in the municipality of Barcarena-PA, involving adolescents, in a didactic sequence that had soda as its central theme. It is a qualitative approach that involved discursive textual analysis to interpret the empirical material and the facts experienced in the logbook. As a result, some challenges were evidenced in the first academic incursion of academics when experiencing the practices in non-formal spaces, the challenges being categorized into structural and pedagogical, pointing out alternatives for overcoming them. However, it is considered feasible to develop teaching activities in a non-formal space, as there are several ways to organize attractive activities with strategies that favor interactive moments. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2610 10.26843/10.26843/rencima.v11i7.2610 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2610 |
identifier_str_mv |
10.26843/10.26843/rencima.v11i7.2610 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2610/1419 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 255-275 2179-426X 10.26843/10.26843/rencima.v11i7 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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