Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal Fluminense (RIUFF) |
Texto Completo: | https://app.uff.br/riuff/handle/1/17192 |
Resumo: | This dissertation aims to understand the experience knowledge expressed on the teaching practices of a High School Physics teacher. The study is based on the theoretical studies about teaching knowledge which includes Maurice Tardif and Clemont Gauthier s contributions as well as Lee Shulman s ones. The the methodological approach made use of a case study following the work of a Senior High School Physics teacher. His teaching activities take place at a federal school from where the empirical investigation took place. The research sources include not only the video recordings of the teacher s practices in his classroom but also video recorded interviews with him. Taking into account the value of the research sources, the study attempted to deepen the understanding of the pedagogical meanings of the teacher s choices during his teaching activities with his students. Among them are the following ones: (a) the options taken alongside the teaching activities; (b) the teaching resources used; (c) the pedagogical rationale which underline the teacher s decisions; (d) the relationships between choices and pedagogical aims previously defined. In order to analyze the empirical material categories ware built as a basis for understanding the teaching knowledge which emerged from the teacher s practices. As a result the research concludes that the teacher s choices are supported on a knowledge basis which includes a merge of knowledge and practices built upon his personal and professional life. The teacher s knowledge is not only the result of a rational or a linear process, but involves personal abilities, memories of good teaching practices, theoretical reflections developed over the initial teaching training confronted with the practice of a real classroom, sensitivity to listen to the students needs, compromise, passion for teaching and the capacity to face the adversities of the profession. The teacher s knowledge, particularly the experience knowledge, is built not only during the professional practice but also before the initial teacher training. The experience knowledge can be translated into a pedagogical rationale through which a teacher guides his or her teaching practices. |
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Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médioEducaçãoCiênciasEnsino de físicaEnsino de 2º grauPrática pedagógicaSaberes docentesEstudo de casoEducationTeacher knowledgePhysics teachingCase studyCNPQ::CIENCIAS HUMANAS::EDUCACAOThis dissertation aims to understand the experience knowledge expressed on the teaching practices of a High School Physics teacher. The study is based on the theoretical studies about teaching knowledge which includes Maurice Tardif and Clemont Gauthier s contributions as well as Lee Shulman s ones. The the methodological approach made use of a case study following the work of a Senior High School Physics teacher. His teaching activities take place at a federal school from where the empirical investigation took place. The research sources include not only the video recordings of the teacher s practices in his classroom but also video recorded interviews with him. Taking into account the value of the research sources, the study attempted to deepen the understanding of the pedagogical meanings of the teacher s choices during his teaching activities with his students. Among them are the following ones: (a) the options taken alongside the teaching activities; (b) the teaching resources used; (c) the pedagogical rationale which underline the teacher s decisions; (d) the relationships between choices and pedagogical aims previously defined. In order to analyze the empirical material categories ware built as a basis for understanding the teaching knowledge which emerged from the teacher s practices. As a result the research concludes that the teacher s choices are supported on a knowledge basis which includes a merge of knowledge and practices built upon his personal and professional life. The teacher s knowledge is not only the result of a rational or a linear process, but involves personal abilities, memories of good teaching practices, theoretical reflections developed over the initial teaching training confronted with the practice of a real classroom, sensitivity to listen to the students needs, compromise, passion for teaching and the capacity to face the adversities of the profession. The teacher s knowledge, particularly the experience knowledge, is built not only during the professional practice but also before the initial teacher training. The experience knowledge can be translated into a pedagogical rationale through which a teacher guides his or her teaching practices.Apoiando-se nos estudos dos saberes docentes, esta dissertação tem como objetivo compreender os saberes da experiência que se expressam nas práticas pedagógicas de um professor de Física de nível médio. O quadro teórico da dissertação incorpora tanto as contribuições dos estudos sobre os saberes docentes desenvolvidos Maurice Tardif, Clemont Gauthier e colaboradores quanto as desenvolvidas por Lee Shulman. A abordagem metodológica da investigação se constrói em torno de um estudo de caso que acompanha o trabalho de um professor que leciona Física do Ensino Médio, cuja prática pedagógica se desenvolve em uma escola pública federal. Desta forma, as fontes de pesquisa incluem não apenas os registros de práticas em sala de aula deste professor, mas também depoimentos obtidos por meio de entrevistas semiestruturadas, sendo todo o material gravado em vídeo. Considerando o valor destas fontes, procurou-se aprofundar a compreensão dos sentidos pedagógicos das opções deste professor durante sua prática, dentre os quais se destacam: (a) as opções inerentes às abordagens e aos encaminhamentos escolhidos; (b) os recursos utilizados; (c) as razões pedagógicas que definem essas escolhas; bem como (d) as relações entre as escolhas/opções e os objetivos pedagógicos previamente traçados. Para análise do material empírico foram construídas categorias que permitiram o diálogo teórico-empírico, constituindo a base da compreensão dos saberes que emergem na docência do professor. Neste sentido, o estudo considera que as escolhas do professor não resultam de um processo racional, linearizado, mas apóiam-se em uma base de conhecimentos e práticas que resultam de uma gama de experiências de aprendizagem pessoais e profissionais. Tais saberes amalgamados incluem habilidades pessoais, memórias de boas práticas vividas, reflexões teóricas desenvolvidas na formação inicial confrontadas com as experiências reais da sala de aula, sensibilidade para ouvir as necessidades dos alunos, compromisso, paixão pelo ensino e capacidade de enfrentar as dificuldades na profissão. Construídas ao longo de sua vivência docente, e mesmo antecedendo a ela, os saberes da experiência se traduzem em razões pedagógicas por meio das quais esse professor orienta sua prática.Programa de Pós-graduação em EducaçãoEducaçãoSelles, Sandra Lucia EscovedoCPF:38774011715http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4796506Z1Ayres, Ana Cléa Braga MoreiraCPF:24567783822http://lattes.cnpq.br/4875049534972364Andrade, Everardo Paiva deCPF:24906674222http://lattes.cnpq.br/4075651020233989Boa, Marcelo Cordeiro Fonte2021-03-10T19:10:06Z2008-12-092021-03-10T19:10:06Z2008-09-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttps://app.uff.br/riuff/handle/1/17192porCC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF)instname:Universidade Federal Fluminense (UFF)instacron:UFF2021-03-10T19:10:06Zoai:app.uff.br:1/17192Repositório InstitucionalPUBhttps://app.uff.br/oai/requestriuff@id.uff.bropendoar:21202024-08-19T10:47:49.892939Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
title |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
spellingShingle |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio Boa, Marcelo Cordeiro Fonte Educação Ciências Ensino de física Ensino de 2º grau Prática pedagógica Saberes docentes Estudo de caso Education Teacher knowledge Physics teaching Case study CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
title_full |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
title_fullStr |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
title_full_unstemmed |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
title_sort |
Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio |
author |
Boa, Marcelo Cordeiro Fonte |
author_facet |
Boa, Marcelo Cordeiro Fonte |
author_role |
author |
dc.contributor.none.fl_str_mv |
Selles, Sandra Lucia Escovedo CPF:38774011715 http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4796506Z1 Ayres, Ana Cléa Braga Moreira CPF:24567783822 http://lattes.cnpq.br/4875049534972364 Andrade, Everardo Paiva de CPF:24906674222 http://lattes.cnpq.br/4075651020233989 |
dc.contributor.author.fl_str_mv |
Boa, Marcelo Cordeiro Fonte |
dc.subject.por.fl_str_mv |
Educação Ciências Ensino de física Ensino de 2º grau Prática pedagógica Saberes docentes Estudo de caso Education Teacher knowledge Physics teaching Case study CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Ciências Ensino de física Ensino de 2º grau Prática pedagógica Saberes docentes Estudo de caso Education Teacher knowledge Physics teaching Case study CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation aims to understand the experience knowledge expressed on the teaching practices of a High School Physics teacher. The study is based on the theoretical studies about teaching knowledge which includes Maurice Tardif and Clemont Gauthier s contributions as well as Lee Shulman s ones. The the methodological approach made use of a case study following the work of a Senior High School Physics teacher. His teaching activities take place at a federal school from where the empirical investigation took place. The research sources include not only the video recordings of the teacher s practices in his classroom but also video recorded interviews with him. Taking into account the value of the research sources, the study attempted to deepen the understanding of the pedagogical meanings of the teacher s choices during his teaching activities with his students. Among them are the following ones: (a) the options taken alongside the teaching activities; (b) the teaching resources used; (c) the pedagogical rationale which underline the teacher s decisions; (d) the relationships between choices and pedagogical aims previously defined. In order to analyze the empirical material categories ware built as a basis for understanding the teaching knowledge which emerged from the teacher s practices. As a result the research concludes that the teacher s choices are supported on a knowledge basis which includes a merge of knowledge and practices built upon his personal and professional life. The teacher s knowledge is not only the result of a rational or a linear process, but involves personal abilities, memories of good teaching practices, theoretical reflections developed over the initial teaching training confronted with the practice of a real classroom, sensitivity to listen to the students needs, compromise, passion for teaching and the capacity to face the adversities of the profession. The teacher s knowledge, particularly the experience knowledge, is built not only during the professional practice but also before the initial teacher training. The experience knowledge can be translated into a pedagogical rationale through which a teacher guides his or her teaching practices. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-12-09 2008-09-08 2021-03-10T19:10:06Z 2021-03-10T19:10:06Z |
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.uri.fl_str_mv |
https://app.uff.br/riuff/handle/1/17192 |
url |
https://app.uff.br/riuff/handle/1/17192 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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CC-BY-SA info:eu-repo/semantics/openAccess |
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CC-BY-SA |
eu_rights_str_mv |
openAccess |
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application/pdf application/pdf |
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Programa de Pós-graduação em Educação Educação |
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Programa de Pós-graduação em Educação Educação |
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reponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF) instname:Universidade Federal Fluminense (UFF) instacron:UFF |
instname_str |
Universidade Federal Fluminense (UFF) |
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UFF |
institution |
UFF |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF) |
repository.mail.fl_str_mv |
riuff@id.uff.br |
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