A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11906 |
Resumo: | This study aims to analyze the teaching practice through competence and skill and its implications in the teaching-learning process of history in the early years of elementary school. Assuming that contemporary society is inserted in a constant process of transformation, driven by new technologies, it makes it possible to identify a new pattern of society, which is focused on the production, use of information and knowledge for all age groups and social groups. Faced with this reality, educational institutions tend to reframe their role, enabling the emergence of new spaces, models and processes for the dissemination of knowledge. In this scenario, several trends and innovations appear in the educational panorama, among them, the noticeable increase in studies in the area of competence and skill in different fields and modalities of knowledge stands out. Supported in the normative and directive documents of LDB 9.394/96 (BRASIL, 1996) and BNCC (BRASIL, 2017) and in scholars such as: Zabala e Arnau (2010), Perrenoud (1999), Bittencourt (2011), Freitas (2010) and Sacristán ( 2011) among others, this study aims to understand this proposed teaching model and analyze its possibilities and limits for the teaching of history in the early years of elementary school. To this end, an educational product was developed in the form of a training tutorial for teachers in the 5th year of elementary school, from a public school in the municipal network of Aparecida de Goiânia, with the title: Understanding the teaching model through skills and skills. This tutorial aimed to promote theoretical/practical teaching input applicable in real teaching conditions through Didactic-Formative Experiment. A Didactic Sequence (DS) was also part of the research instruments, attached to this tutorial, which presented one of the possibilities for planning teaching through skills and abilities. The DS served as an instrument of illustration and evaluation. For the best development of this research and the success of its results, the following methodological procedures were adopted: (1) Bibliographic research; (2) Document analysis; (3) Field research for qualitative and quantitative exploratory analysis (4) Development and application of the Didactic-Formative Experiment. Although the teaching unit is operating through the Special Regime of Non-Presence Classes (REANP), mediated by tools and applications for online classes, this did not prevent the development of the research. It just had to undergo some adaptations in the phases and in the educational product. |
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Rabelo, Danilohttp://lattes.cnpq.br/4278387419597282Rabelo, DaniloVreeswijk, Anna Maria DiasSantos, Giovanna Aparecida Schittini doshttp://lattes.cnpq.br/8691512111163243Rossi, Fátima Garcia Santana2022-02-24T13:10:09Z2022-02-24T13:10:09Z2021-12-17SANTANA, F. G. A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental. 2022. 400 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11906ark:/38995/001300000ff9dThis study aims to analyze the teaching practice through competence and skill and its implications in the teaching-learning process of history in the early years of elementary school. Assuming that contemporary society is inserted in a constant process of transformation, driven by new technologies, it makes it possible to identify a new pattern of society, which is focused on the production, use of information and knowledge for all age groups and social groups. Faced with this reality, educational institutions tend to reframe their role, enabling the emergence of new spaces, models and processes for the dissemination of knowledge. In this scenario, several trends and innovations appear in the educational panorama, among them, the noticeable increase in studies in the area of competence and skill in different fields and modalities of knowledge stands out. Supported in the normative and directive documents of LDB 9.394/96 (BRASIL, 1996) and BNCC (BRASIL, 2017) and in scholars such as: Zabala e Arnau (2010), Perrenoud (1999), Bittencourt (2011), Freitas (2010) and Sacristán ( 2011) among others, this study aims to understand this proposed teaching model and analyze its possibilities and limits for the teaching of history in the early years of elementary school. To this end, an educational product was developed in the form of a training tutorial for teachers in the 5th year of elementary school, from a public school in the municipal network of Aparecida de Goiânia, with the title: Understanding the teaching model through skills and skills. This tutorial aimed to promote theoretical/practical teaching input applicable in real teaching conditions through Didactic-Formative Experiment. A Didactic Sequence (DS) was also part of the research instruments, attached to this tutorial, which presented one of the possibilities for planning teaching through skills and abilities. The DS served as an instrument of illustration and evaluation. For the best development of this research and the success of its results, the following methodological procedures were adopted: (1) Bibliographic research; (2) Document analysis; (3) Field research for qualitative and quantitative exploratory analysis (4) Development and application of the Didactic-Formative Experiment. Although the teaching unit is operating through the Special Regime of Non-Presence Classes (REANP), mediated by tools and applications for online classes, this did not prevent the development of the research. It just had to undergo some adaptations in the phases and in the educational product.O presente estudo tem por objetivo analisar a prática docente por meio de competência e habilidade e suas implicações no processo de ensino aprendizagem de história nos anos iniciais do Ensino Fundamental. Partindo do princípio que a sociedade contemporânea está inserida num processo constante de transformação, impulsionada pelas novas tecnologias, possibilita identificar um novo padrão de sociedade, que está voltada para a produção, utilização de informações e conhecimento para todas as faixas etárias e sociais. Diante dessa realidade as instituições educacionais tendem a ressignificar o seu papel possibilitando o surgimento de novos espaços, modelos e processos de disseminação e divulgação de conhecimentos e saberes. Neste cenário surgem diversas tendências e inovações no panorama educacional, entre elas, destaca-se o perceptível aumento de estudos na área de competência e habilidade nos diferentes campos e modalidades do conhecimento. Amparada nos documentos normativos e diretivos da LDB 9.394/96 (BRASIL, 1996) a BNCC (BRASIL, 2017) e nos estudiosos como: Zabala e Arnau (2010), Perrenoud (1999), Bittencourt (2011), Freitas (2010) e Sacristán (2011) entre outros, este estudo visa compreender esse modelo de ensino proposto e analisar as suas possibilidades e seus limites para o ensino de História nos anos iniciais do Ensino Fundamental. Para tal, elaborou-se um produto educacional em forma de um tutorial formativo para professores do 5º ano do ensino fundamental, de uma escola pública da rede municipal de Aparecida de Goiânia, com o título: Compreendendo o modelo de ensino por meio de competências e habilidades. Esse tutorial teve como objetivo fomentar aporte teórico/prático docente aplicável em condições reais de ensino por meio de Experimento Didático-Formativo. Fez parte também dos instrumentos de pesquisa, anexo a esse tutorial, uma Sequência Didática (SD), que apresentava uma das possibilidades de planejamento do ensino por meio de competências e habilidades. A SD serviu como instrumento de exemplificação e avaliação. Para o melhor desenvolvimento desta pesquisa e o êxito dos seus resultados foram adotados os procedimentos metodológicos: (1) Pesquisa bibliográfica; (2) Pesquisa documental; (3) Pesquisa de campo para análise exploratória quali-quantitativa (4) Elaboração e aplicação do Experimento Didático-Formativo. Apesar da unidade de ensino estar funcionando por meio do Regime Especial de Aulas Não Presenciais (REANP), mediadas por ferramentas e aplicativos para aulas online, isso não impossibilitou o desenvolvimento da pesquisa. Ela apenas teve que sofrer algumas adaptações nas fases e no produto educacional.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2022-02-24T01:15:47Z No. of bitstreams: 2 Dissertação - Fátima Garcia Santana Rossi - 2022.pdf: 10203185 bytes, checksum: cb6dbdbda8b0519b12734cba4d01b174 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2022-02-24T13:10:09Z (GMT) No. of bitstreams: 2 Dissertação - Fátima Garcia Santana Rossi - 2022.pdf: 10203185 bytes, checksum: cb6dbdbda8b0519b12734cba4d01b174 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2022-02-24T13:10:09Z (GMT). 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dc.title.pt_BR.fl_str_mv |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Teaching practice through competence and skill: its implications in the teaching process, learning history in the early years of elementary school |
title |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
spellingShingle |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental Rossi, Fátima Garcia Santana Ensino Competência e habilidade Ciências humanas História Ensino fundamental Teaching Competence and skill Human sciences History Elementary school CIENCIAS HUMANAS |
title_short |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
title_full |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
title_fullStr |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
title_full_unstemmed |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
title_sort |
A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental |
author |
Rossi, Fátima Garcia Santana |
author_facet |
Rossi, Fátima Garcia Santana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rabelo, Danilo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4278387419597282 |
dc.contributor.referee1.fl_str_mv |
Rabelo, Danilo |
dc.contributor.referee2.fl_str_mv |
Vreeswijk, Anna Maria Dias |
dc.contributor.referee3.fl_str_mv |
Santos, Giovanna Aparecida Schittini dos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8691512111163243 |
dc.contributor.author.fl_str_mv |
Rossi, Fátima Garcia Santana |
contributor_str_mv |
Rabelo, Danilo Rabelo, Danilo Vreeswijk, Anna Maria Dias Santos, Giovanna Aparecida Schittini dos |
dc.subject.por.fl_str_mv |
Ensino Competência e habilidade Ciências humanas História Ensino fundamental |
topic |
Ensino Competência e habilidade Ciências humanas História Ensino fundamental Teaching Competence and skill Human sciences History Elementary school CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Teaching Competence and skill Human sciences History Elementary school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
This study aims to analyze the teaching practice through competence and skill and its implications in the teaching-learning process of history in the early years of elementary school. Assuming that contemporary society is inserted in a constant process of transformation, driven by new technologies, it makes it possible to identify a new pattern of society, which is focused on the production, use of information and knowledge for all age groups and social groups. Faced with this reality, educational institutions tend to reframe their role, enabling the emergence of new spaces, models and processes for the dissemination of knowledge. In this scenario, several trends and innovations appear in the educational panorama, among them, the noticeable increase in studies in the area of competence and skill in different fields and modalities of knowledge stands out. Supported in the normative and directive documents of LDB 9.394/96 (BRASIL, 1996) and BNCC (BRASIL, 2017) and in scholars such as: Zabala e Arnau (2010), Perrenoud (1999), Bittencourt (2011), Freitas (2010) and Sacristán ( 2011) among others, this study aims to understand this proposed teaching model and analyze its possibilities and limits for the teaching of history in the early years of elementary school. To this end, an educational product was developed in the form of a training tutorial for teachers in the 5th year of elementary school, from a public school in the municipal network of Aparecida de Goiânia, with the title: Understanding the teaching model through skills and skills. This tutorial aimed to promote theoretical/practical teaching input applicable in real teaching conditions through Didactic-Formative Experiment. A Didactic Sequence (DS) was also part of the research instruments, attached to this tutorial, which presented one of the possibilities for planning teaching through skills and abilities. The DS served as an instrument of illustration and evaluation. For the best development of this research and the success of its results, the following methodological procedures were adopted: (1) Bibliographic research; (2) Document analysis; (3) Field research for qualitative and quantitative exploratory analysis (4) Development and application of the Didactic-Formative Experiment. Although the teaching unit is operating through the Special Regime of Non-Presence Classes (REANP), mediated by tools and applications for online classes, this did not prevent the development of the research. It just had to undergo some adaptations in the phases and in the educational product. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-17 |
dc.date.accessioned.fl_str_mv |
2022-02-24T13:10:09Z |
dc.date.available.fl_str_mv |
2022-02-24T13:10:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTANA, F. G. A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental. 2022. 400 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11906 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000ff9d |
identifier_str_mv |
SANTANA, F. G. A prática docente por meio de competência e habilidade: suas implicações no processo de ensino aprendizagem de história nos anos iniciais do ensino fundamental. 2022. 400 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021. ark:/38995/001300000ff9d |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11906 |
dc.language.iso.fl_str_mv |
por |
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por |
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202 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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