Reflections on planning and the teaching-learning process:
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Labor |
Texto Completo: | http://www.periodicos.ufc.br/labor/article/view/60211 |
Resumo: | Considering planning as a fundamental element for the development of the teaching-learning process. This article proposes to reflect on the planning of computer teachers in vocational and technological education in order to understand how it contributes to the students' teaching-learning process. The qualitative approach was used as a methodology, with a semi-structured interview with three computer teachers. Data analysis was performed using the technique of Aguiar and Ozella (2006) organized by pre-indicators and indicators in order to arrive at the synthesis of the object's meaning cores, which allowed us to carry out an empirical analysis considering the four cores that emerged from the our object, they are: Nucleus 1: Considerations on the use of praxis in search of the break with traditional teaching; Core 2: Differentiated methodological strategies in the construction of student knowledge; Nucleus 3: Evaluation as a process of probing and understanding the contents; Core 4: The importance of the teacher-student relationship and the motivation of students in the classroom. It was found that teachers seek to organize their planning in an open and flexible way taking into account the reality of the student and seeking strategies that enable the adequacy of students. content to the needs of the teaching-learning process, making it possible to make it more meaningful. |
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Reflections on planning and the teaching-learning process:Reflexiones sobre la planificación y el proceso de enseñanza-aprendizaje:Reflexões sobre o planejamento e o processo de ensino-aprendizagem:PlanejamentoEnsino-aprendizagemProfessor de informáticaEducação Profissional e TecnológicaPlanejamentoEnsino-aprendizagemFormaçãoConsidering planning as a fundamental element for the development of the teaching-learning process. This article proposes to reflect on the planning of computer teachers in vocational and technological education in order to understand how it contributes to the students' teaching-learning process. The qualitative approach was used as a methodology, with a semi-structured interview with three computer teachers. Data analysis was performed using the technique of Aguiar and Ozella (2006) organized by pre-indicators and indicators in order to arrive at the synthesis of the object's meaning cores, which allowed us to carry out an empirical analysis considering the four cores that emerged from the our object, they are: Nucleus 1: Considerations on the use of praxis in search of the break with traditional teaching; Core 2: Differentiated methodological strategies in the construction of student knowledge; Nucleus 3: Evaluation as a process of probing and understanding the contents; Core 4: The importance of the teacher-student relationship and the motivation of students in the classroom. It was found that teachers seek to organize their planning in an open and flexible way taking into account the reality of the student and seeking strategies that enable the adequacy of students. content to the needs of the teaching-learning process, making it possible to make it more meaningful.Considerar la planificación como un elemento fundamental para el desarrollo del proceso de enseñanza-aprendizaje. Este artículo propone reflexionar sobre la planificación de los profesores de informática en la educación vocacional y tecnológica para comprender cómo contribuye al proceso de enseñanza-aprendizaje de los estudiantes. El enfoque cualitativo se utilizó como metodología, con una entrevista semiestructurada con tres profesores de informática. El análisis de datos se realizó utilizando la técnica de Aguiar y Ozella (2006) organizada por preindicadores e indicadores para llegar a la síntesis de los núcleos de significado del objeto, lo que nos permitió llevar a cabo un análisis empírico considerando los cuatro núcleos que surgieron del nuestro objeto son: Núcleo 1: Consideraciones sobre el uso de la praxis en busca de la ruptura con la enseñanza tradicional; Core 2: Estrategias metodológicas diferenciadas en la construcción del conocimiento del alumno; Núcleo 3: Evaluación como un proceso de sondeo y comprensión de los contenidos; Núcleo 4: La importancia de la relación profesor-alumno y la motivación de los alumnos en el aula Se descubrió que los profesores buscan organizar su planificación de una manera abierta y flexible teniendo en cuenta la realidad del alumno y buscando estrategias que permitan la adecuación de los alumnos. contenido a las necesidades del proceso de enseñanza-aprendizaje, lo que hace posible que sea más significativo.Considerando o planejamento como um elemento fundamental para o desenvolvimento do processo ensino-aprendizagem este artigo propõe refletir sobre o planejamento dos professores de informática da educação profissional e tecnológica com o objetivo de compreender as contribuições com o processo ensino-aprendizagem dos educandos. Utilizou-se como metodologia a abordagem qualitativa, com realização de entrevista semiestruturada com três professores de informática. A análise dos dados se deu pela técnica de Aguiar e Ozella (2006) organizada pelos pré-indicadores e indicadores de forma a chegar nas sínteses dos núcleos de significação do objeto, o que nos possibilitou realizar uma análise empírica considerando os quatro núcleos que emergiram do nosso objeto, são eles: Núcleo 1: Considerações sobre o uso da práxis em busca do rompimento do ensino tradicional; Núcleo 2: Estratégias Metodológicas diferenciadas na construção do conhecimento do discente; Núcleo 3: Avaliação como processo de sondagem e de compreensão dos conteúdos; Núcleo 4: A importância da relação professor-aluno e a motivação dos alunos em sala de aula.Verificou-se que os professores procuram organizar seu planejamento de forma aberta e flexível levando em consideração a realidade do educando e buscando estratégias que possibilitam tornar o processo de ensino-aprendizagem mais significativo.Programa de Pós-Graduação em Educação da UFC2020-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.ufc.br/labor/article/view/6021110.29148/labor.v2i24.60211Revista Labor; v. 2 n. 24 (2020): Labor; 465-4871983-5000reponame:Revista Laborinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/labor/article/view/60211/162561Copyright (c) 2020 Revista Laborhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBarroso, RuanPereira, AndressaMarques, DermevaldoMartins, Fernanda Bezerra MateusCruz, Shirleide Pereira da SilvaFerreira, Yago2021-03-08T11:51:12Zoai:periodicos.ufc:article/60211Revistahttp://www.revistalabor.ufc.br/PUBhttp://www.periodicos.ufc.br/index.php/Labor/oai||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br1983-50001983-5000opendoar:2021-03-08T11:51:12Revista Labor - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Reflections on planning and the teaching-learning process: Reflexiones sobre la planificación y el proceso de enseñanza-aprendizaje: Reflexões sobre o planejamento e o processo de ensino-aprendizagem: |
title |
Reflections on planning and the teaching-learning process: |
spellingShingle |
Reflections on planning and the teaching-learning process: Barroso, Ruan Planejamento Ensino-aprendizagem Professor de informática Educação Profissional e Tecnológica Planejamento Ensino-aprendizagem Formação |
title_short |
Reflections on planning and the teaching-learning process: |
title_full |
Reflections on planning and the teaching-learning process: |
title_fullStr |
Reflections on planning and the teaching-learning process: |
title_full_unstemmed |
Reflections on planning and the teaching-learning process: |
title_sort |
Reflections on planning and the teaching-learning process: |
author |
Barroso, Ruan |
author_facet |
Barroso, Ruan Pereira, Andressa Marques, Dermevaldo Martins, Fernanda Bezerra Mateus Cruz, Shirleide Pereira da Silva Ferreira, Yago |
author_role |
author |
author2 |
Pereira, Andressa Marques, Dermevaldo Martins, Fernanda Bezerra Mateus Cruz, Shirleide Pereira da Silva Ferreira, Yago |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Barroso, Ruan Pereira, Andressa Marques, Dermevaldo Martins, Fernanda Bezerra Mateus Cruz, Shirleide Pereira da Silva Ferreira, Yago |
dc.subject.por.fl_str_mv |
Planejamento Ensino-aprendizagem Professor de informática Educação Profissional e Tecnológica Planejamento Ensino-aprendizagem Formação |
topic |
Planejamento Ensino-aprendizagem Professor de informática Educação Profissional e Tecnológica Planejamento Ensino-aprendizagem Formação |
description |
Considering planning as a fundamental element for the development of the teaching-learning process. This article proposes to reflect on the planning of computer teachers in vocational and technological education in order to understand how it contributes to the students' teaching-learning process. The qualitative approach was used as a methodology, with a semi-structured interview with three computer teachers. Data analysis was performed using the technique of Aguiar and Ozella (2006) organized by pre-indicators and indicators in order to arrive at the synthesis of the object's meaning cores, which allowed us to carry out an empirical analysis considering the four cores that emerged from the our object, they are: Nucleus 1: Considerations on the use of praxis in search of the break with traditional teaching; Core 2: Differentiated methodological strategies in the construction of student knowledge; Nucleus 3: Evaluation as a process of probing and understanding the contents; Core 4: The importance of the teacher-student relationship and the motivation of students in the classroom. It was found that teachers seek to organize their planning in an open and flexible way taking into account the reality of the student and seeking strategies that enable the adequacy of students. content to the needs of the teaching-learning process, making it possible to make it more meaningful. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-21 |
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.ufc.br/labor/article/view/60211 10.29148/labor.v2i24.60211 |
url |
http://www.periodicos.ufc.br/labor/article/view/60211 |
identifier_str_mv |
10.29148/labor.v2i24.60211 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.ufc.br/labor/article/view/60211/162561 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Labor http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Labor http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
dc.source.none.fl_str_mv |
Revista Labor; v. 2 n. 24 (2020): Labor; 465-487 1983-5000 reponame:Revista Labor instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Revista Labor |
collection |
Revista Labor |
repository.name.fl_str_mv |
Revista Labor - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br |
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