A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás

Detalhes bibliográficos
Autor(a) principal: Almeida, Sara de
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFG
dARK ID: ark:/38995/0013000008v9p
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5882
Resumo: Practice as Curricular Component (CPC) was established initially in Resolution (CNE / CP 2/2002) and remains in the recent Resolution (CNE / CP 2/2015) that defines the National Curriculum Guidelines for initial training at higher level and the continuing education of teachers. Despite having been legally established to fourteen years, 400 hours of PCC in teacher training courses, today many questions arise about the subject, because despite the existence of the legal directions is plural understanding of what will be to this curricular component by the IES. This study aimed to understand how the Higher Education Institutions (HEIs) insert the 400 hours of PCC in training courses of Chemistry teachers of Goiás state with the main focus on the pedagogical projects Course (PPC). This is a qualitative research that uses as a method to Text Analysis Discourse (ATD). The corpus of the research was constituted by eighteen educational projects of Chemistry Degree courses offered in the state of Goiás. The analytical process according to ATD, is through the unitarization corpus of texts, categorization and capture the emerging new. The analysis allowed us to establish two categories, the first "Effectiveness of the PCC in the pedagogical proposals of courses" and the other called "Practice Conceptions as Component Curriculum of educational projects of Degree courses in Goiás State Chemistry". As analytical framework for public policy context, we used the approach of Stephen Ball Policy Cycle. From the analysis performed, it was observed that 400 hours of PCC are not exploited in the same way by different courses, and some proposals, we note that these hours are not considered for development activities related to teacher training. The insertion of the CCP promoted and continues to promote a restructuring of the educational proposal of teacher training courses across the country, including the state of Goiás. This research, taking into account the current context of undergraduate and advances in this scenario intends together with the other research conducted since the 1980s, a glimpse of the road ahead and not a return, a setback in training of teachers, in view of the use and design of HEIs offer degree courses in Chemistry in the state of Goiás on Practice as Curricular component for teacher training.
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spelling Mesquita, Nyuara Araújo da Silvahttp://lattes.cnpq.br/6971106875143413Mesquita, Nyuara Araújo da Silvahttp://lattes.cnpq.br/9878517843671886Almeida, Sara de2016-08-09T15:01:52Z2016-03-28ALMEIDA, S. A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás. 2016. 132 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/5882ark:/38995/0013000008v9pPractice as Curricular Component (CPC) was established initially in Resolution (CNE / CP 2/2002) and remains in the recent Resolution (CNE / CP 2/2015) that defines the National Curriculum Guidelines for initial training at higher level and the continuing education of teachers. Despite having been legally established to fourteen years, 400 hours of PCC in teacher training courses, today many questions arise about the subject, because despite the existence of the legal directions is plural understanding of what will be to this curricular component by the IES. This study aimed to understand how the Higher Education Institutions (HEIs) insert the 400 hours of PCC in training courses of Chemistry teachers of Goiás state with the main focus on the pedagogical projects Course (PPC). This is a qualitative research that uses as a method to Text Analysis Discourse (ATD). The corpus of the research was constituted by eighteen educational projects of Chemistry Degree courses offered in the state of Goiás. The analytical process according to ATD, is through the unitarization corpus of texts, categorization and capture the emerging new. The analysis allowed us to establish two categories, the first "Effectiveness of the PCC in the pedagogical proposals of courses" and the other called "Practice Conceptions as Component Curriculum of educational projects of Degree courses in Goiás State Chemistry". As analytical framework for public policy context, we used the approach of Stephen Ball Policy Cycle. From the analysis performed, it was observed that 400 hours of PCC are not exploited in the same way by different courses, and some proposals, we note that these hours are not considered for development activities related to teacher training. The insertion of the CCP promoted and continues to promote a restructuring of the educational proposal of teacher training courses across the country, including the state of Goiás. This research, taking into account the current context of undergraduate and advances in this scenario intends together with the other research conducted since the 1980s, a glimpse of the road ahead and not a return, a setback in training of teachers, in view of the use and design of HEIs offer degree courses in Chemistry in the state of Goiás on Practice as Curricular component for teacher training.A Prática como Componente Curricular (PCC) se estabeleceu inicialmente na Resolução (CNE/CP 2/2002) e permanece na recente Resolução (CNE/CP 2/2015) que define as Diretrizes Curriculares Nacionais para a formação inicial em nível superior e para a formação continuada de professores. A despeito de ter sido instituída legalmente a quatorze anos, 400 horas de PCC nos cursos de formação de professores, ainda hoje muitas indagações surgem acerca do assunto, pois apesar da existência dos direcionamentos legais é plural o entendimento do que venha a ser a ser esse componente curricular por parte das IES. A presente investigação buscou compreender de que maneira as Instituições de Ensino Superior (IES) inserem as 400 horas de PCC nos cursos de formação de professores de Química do estado de Goiás tendo como foco principal os Projetos Pedagógicos de Curso (PPC). Trata-se de uma pesquisa qualitativa que utiliza como método a Análise Textual Discursiva (ATD). O corpus da pesquisa se constituiu pelos dezoito projetos pedagógicos de cursos de Licenciatura em Química oferecidos no estado de Goiás. O processo analítico, segundo a ATD, se dá por meio da unitarização dos textos do corpus, categorização e captação do novo emergente. A análise permitiu estabelecer duas categorias, a primeira “Efetivação da PCC nas propostas pedagógicas dos cursos” e a outra denominada “Concepções de Prática como Componente Curricular dos projetos pedagógicos dos cursos de Licenciatura em Química do estado de Goiás”. Como referencial analítico para o contexto de políticas públicas, foi utilizado a abordagem do Ciclo de Políticas de Stephen Ball. A partir da análise realizada, observou-se que as 400 horas de PCC não são aproveitadas da mesma maneira pelos diferentes cursos, e, em algumas propostas, nota-se que as referidas horas não são consideradas para desenvolvimento de atividades referentes à formação docente. A inserção da PCC promoveu, e continua promovendo, uma reestruturação na proposta pedagógica dos cursos de formação de professores de todo o país, inclusive as do estado de Goiás. A presente investigação, levando em consideração o contexto atual das licenciaturas e os avanços nesse cenário, pretende juntamente com as demais pesquisas desenvolvidas desde os anos 1980, vislumbrar o caminho adiante e não um retorno, um retrocesso na formação de professores, tendo em vista o aproveitamento e a concepção das IES que oferecem cursos de licenciatura em Química no estado de Goiás sobre Prática como Componente Curricular para a formação de professores.Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-08-09T14:32:55Z No. of bitstreams: 2 Dissertação - Sara de Almeida - 2016.pdf: 1799599 bytes, checksum: 1f647d923447f6e89e84a36505a259dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-09T15:01:52Z (GMT) No. of bitstreams: 2 Dissertação - Sara de Almeida - 2016.pdf: 1799599 bytes, checksum: 1f647d923447f6e89e84a36505a259dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2016-08-09T15:01:52Z (GMT). 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dc.title.por.fl_str_mv A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
dc.title.alternative.eng.fl_str_mv Practice as curricular component of chemistry teacher training courses in the state of Goiás
title A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
spellingShingle A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
Almeida, Sara de
Prática como componente curricular
Políticas educacionais
Licenciatura em Química
Practice as a curricular component
Educational policies
Chemistry graduation
EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
title_short A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
title_full A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
title_fullStr A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
title_full_unstemmed A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
title_sort A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás
author Almeida, Sara de
author_facet Almeida, Sara de
author_role author
dc.contributor.advisor1.fl_str_mv Mesquita, Nyuara Araújo da Silva
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6971106875143413
dc.contributor.referee1.fl_str_mv Mesquita, Nyuara Araújo da Silva
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9878517843671886
dc.contributor.author.fl_str_mv Almeida, Sara de
contributor_str_mv Mesquita, Nyuara Araújo da Silva
Mesquita, Nyuara Araújo da Silva
dc.subject.por.fl_str_mv Prática como componente curricular
Políticas educacionais
Licenciatura em Química
topic Prática como componente curricular
Políticas educacionais
Licenciatura em Química
Practice as a curricular component
Educational policies
Chemistry graduation
EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
dc.subject.eng.fl_str_mv Practice as a curricular component
Educational policies
Chemistry graduation
dc.subject.cnpq.fl_str_mv EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
description Practice as Curricular Component (CPC) was established initially in Resolution (CNE / CP 2/2002) and remains in the recent Resolution (CNE / CP 2/2015) that defines the National Curriculum Guidelines for initial training at higher level and the continuing education of teachers. Despite having been legally established to fourteen years, 400 hours of PCC in teacher training courses, today many questions arise about the subject, because despite the existence of the legal directions is plural understanding of what will be to this curricular component by the IES. This study aimed to understand how the Higher Education Institutions (HEIs) insert the 400 hours of PCC in training courses of Chemistry teachers of Goiás state with the main focus on the pedagogical projects Course (PPC). This is a qualitative research that uses as a method to Text Analysis Discourse (ATD). The corpus of the research was constituted by eighteen educational projects of Chemistry Degree courses offered in the state of Goiás. The analytical process according to ATD, is through the unitarization corpus of texts, categorization and capture the emerging new. The analysis allowed us to establish two categories, the first "Effectiveness of the PCC in the pedagogical proposals of courses" and the other called "Practice Conceptions as Component Curriculum of educational projects of Degree courses in Goiás State Chemistry". As analytical framework for public policy context, we used the approach of Stephen Ball Policy Cycle. From the analysis performed, it was observed that 400 hours of PCC are not exploited in the same way by different courses, and some proposals, we note that these hours are not considered for development activities related to teacher training. The insertion of the CCP promoted and continues to promote a restructuring of the educational proposal of teacher training courses across the country, including the state of Goiás. This research, taking into account the current context of undergraduate and advances in this scenario intends together with the other research conducted since the 1980s, a glimpse of the road ahead and not a return, a setback in training of teachers, in view of the use and design of HEIs offer degree courses in Chemistry in the state of Goiás on Practice as Curricular component for teacher training.
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-08-09T15:01:52Z
dc.date.issued.fl_str_mv 2016-03-28
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dc.identifier.citation.fl_str_mv ALMEIDA, S. A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás. 2016. 132 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.
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identifier_str_mv ALMEIDA, S. A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás. 2016. 132 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.
ark:/38995/0013000008v9p
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publisher.none.fl_str_mv Universidade Federal de Goiás
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repository.name.fl_str_mv Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv tasesdissertacoes.bc@ufg.br
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