O diálogo como estratégia na formação inicial de professores de ciências e biologia

• Autor(a) principal: Santos, Sayonara Martins dos
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5538
• topic: Formação de professores; Estágio; Diálogo; Estratégia; Youth and adult education; Teacher training; Stage; CIENCIAS BIOLOGICAS

The Youth and Adult Education is a form of Basic Education that in the specific nature of your audience, demand formation of specific teachers. However, such training has been neglected by the absence of public policies and the silencing of universities across the issue. This study aimed to understand the limits and possibilities of inclusion in discussions on adult education in the initial training of science teacher from the dialogue (Freire) and strategy (Morin) during Stage. So more specific, we aim to: a) carry out theoretical approaches between the ideas of theming and dialog Paulo Freire and complexity and Edgar Morin strategy; b) monitoring the realization of the ECS II discipline observing dialogue as a possibility for strategy development; c) Identify and analyze the specificities related to adult education (educating, educator, curriculum, teaching materials and educational project) arising during the lessons of the ECS II discipline; d) Identify whether the characteristics discussed in ECS II are considered by future teachers, from the dialogue during the internship classes in municipal schools serving EJA. For this, the activities of this discipline were followed. The research was divided into two moments, when A: two lessons were recorded for the dialogue and at the time B: classes of trainees were followed in two partner schools Goiania education of the municipal office. The recordings were transcribed and discussed from the Text Analysis Discourse. In our research, it was the text corpus transcripts of classes Moment 1 (University) and Time 2 (School). After the transcripts held the deconstruction of the corpus for their categorization. We have analyzed the classes held in one moment in two respects: (1) Features of dialogue as a strategy in the classroom; (2) Emergence of training specificities related to adult education. The analysis categories were established a priori to support the theoretical discussions related to dialogue and the specifics of the EJA. 2 at the time identified the specificities linked to EJA were considered by teachers in training, with a view dialogue. The results indicate that the classes held at the University approached a dialogical perspective, which contributed to emergence of specific training linked to EJA during the discussions in the classroom. However the second time we realize that despite the theoretical support, the practice at the school did not, in most classes, dialogue and training specifics of the students. These results indicate that it is necessary to "re-learn to learn" because in spite of undergraduates have a new way of thinking about education, the banking model with which they have been trained to the University prevailed in their practices at school. This new form of stage can allow a different attitude of the teacher in school, but we must keep in view that all change begins in a "marginal and peripheral."