Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course
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Data de Publicação: | 2011 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Acta Scientiarum. Language and Culture (Online) |
Texto Completo: | http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/13798 |
Resumo: | The aim of this work is to investigate the understanding of teacher educators from a Language Arts undergraduate course about practice as a curricular component, and how it, in their view, is implemented in their classrooms. A questionnaire, with open questions, answered by those educators, was used for data collection. Results show a progress as the professors acknowledge the importance and the necessity to work with this component since the beginning of the course. However, examples of the possibility to start from practice to raise questions to be theorized or examples of a collaborative work with the context of basic education were not observed. Thus, it was considered the importance of the notion of “didactic transposition” for the work with practice as a curricular component as well as the relevance of collective actions among educators for a greater involvement and commitment with the pre-service teacher education. |
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Acta Scientiarum. Language and Culture (Online) |
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Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate coursePrática como componente curricular e sua implementação em sala de aula na visão de formadores de um curso de Letras - doi: 10.4025/actascilangcult.v33i2.13798practice as a curricular componentteacher educatorsLanguage Arts undergraduate courseprática como componente curricularformadorescurso de letrasThe aim of this work is to investigate the understanding of teacher educators from a Language Arts undergraduate course about practice as a curricular component, and how it, in their view, is implemented in their classrooms. A questionnaire, with open questions, answered by those educators, was used for data collection. Results show a progress as the professors acknowledge the importance and the necessity to work with this component since the beginning of the course. However, examples of the possibility to start from practice to raise questions to be theorized or examples of a collaborative work with the context of basic education were not observed. Thus, it was considered the importance of the notion of “didactic transposition” for the work with practice as a curricular component as well as the relevance of collective actions among educators for a greater involvement and commitment with the pre-service teacher education.Este trabalho visa a investigar a compreensão de formadores de um curso de Letras sobre a prática como componente curricular e como ela, no dizer deles, é implementada em sala de aula. Um questionário com perguntas abertas respondido por esses profissionais foi o instrumento de pesquisa utilizado. Resultados apontam um avanço no sentido de os formadores pesquisados já reconhecerem a importância e a necessidade de se contemplar o componente prático desde o início do curso e de procurarem desenvolver atividades para que isso se efetue. Não foram observados, porém, exemplos de que é possível partir da própria prática para levantar questões a serem teorizadas nem propostas ou relatos de prática que sinalizem um trabalho colaborativo com o contexto da educação básica numa relação mais dialógica. Considerou-se, então, a importância de se ter clareza do conceito de transposição didática para o trabalho com a prática como componente curricular, bem como a necessidade e a relevância de ações coletivas entre os formadores para um maior envolvimento e comprometimento com a formação docente inicial.Universidade Estadual De Maringá2011-08-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/1379810.4025/actascilangcult.v33i2.13798Acta Scientiarum. Language and Culture; Vol 33 No 2 (2011); 315-327Acta Scientiarum. Language and Culture; v. 33 n. 2 (2011); 315-3271983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/13798/13978Calvo, Luciana Cabrini SimõesFreitas, Maria Adelaide deinfo:eu-repo/semantics/openAccess2022-11-23T17:35:07Zoai:periodicos.uem.br/ojs:article/13798Revistahttp://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2022-11-23T17:35:07Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course Prática como componente curricular e sua implementação em sala de aula na visão de formadores de um curso de Letras - doi: 10.4025/actascilangcult.v33i2.13798 |
title |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
spellingShingle |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course Calvo, Luciana Cabrini Simões practice as a curricular component teacher educators Language Arts undergraduate course prática como componente curricular formadores curso de letras |
title_short |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
title_full |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
title_fullStr |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
title_full_unstemmed |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
title_sort |
Practice as a curricular component and its implementation in the classroom in the view of teacher educators from a Language Arts undergraduate course |
author |
Calvo, Luciana Cabrini Simões |
author_facet |
Calvo, Luciana Cabrini Simões Freitas, Maria Adelaide de |
author_role |
author |
author2 |
Freitas, Maria Adelaide de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Calvo, Luciana Cabrini Simões Freitas, Maria Adelaide de |
dc.subject.por.fl_str_mv |
practice as a curricular component teacher educators Language Arts undergraduate course prática como componente curricular formadores curso de letras |
topic |
practice as a curricular component teacher educators Language Arts undergraduate course prática como componente curricular formadores curso de letras |
description |
The aim of this work is to investigate the understanding of teacher educators from a Language Arts undergraduate course about practice as a curricular component, and how it, in their view, is implemented in their classrooms. A questionnaire, with open questions, answered by those educators, was used for data collection. Results show a progress as the professors acknowledge the importance and the necessity to work with this component since the beginning of the course. However, examples of the possibility to start from practice to raise questions to be theorized or examples of a collaborative work with the context of basic education were not observed. Thus, it was considered the importance of the notion of “didactic transposition” for the work with practice as a curricular component as well as the relevance of collective actions among educators for a greater involvement and commitment with the pre-service teacher education. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-08-08 |
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 |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/13798 10.4025/actascilangcult.v33i2.13798 |
url |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/13798 |
identifier_str_mv |
10.4025/actascilangcult.v33i2.13798 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/13798/13978 |
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 De Maringá |
publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Language and Culture; Vol 33 No 2 (2011); 315-327 Acta Scientiarum. Language and Culture; v. 33 n. 2 (2011); 315-327 1983-4683 1983-4675 reponame:Acta Scientiarum. Language and Culture (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Language and Culture (Online) |
collection |
Acta Scientiarum. Language and Culture (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||actalan@uem.br |
_version_ |
1799317464882872320 |