SCIENCE EDUCATION AND TRAINING OF FUNDAMENTAL EDUCATION TEACHERS IN THE PEDAGOGY COURSE

• Autor(a) principal: Rodrigues, Anderson Clay
• Data de Publicação: 2018
• Outros Autores: Araújo, Cleusa Suzana Oliveira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/7717
• topic: Ensino de Ciências; Formação de professores; Pedagogia; Science teaching; Teacher training; Pedagogy

This article presents the survey of records of the monitoring of academics from the 7th period of the Pedagogy course, from the State University of Amazonas - UEA, during the Teaching Stage of Higher Education, with a 60-hour workload, a requirement of the Internal Regulations of the Master's Course Academic Science Education in the Amazon, Chapter VII, Section III, of PPGEEC / UEA. The observed period of the discipline Natural Sciences in Early Childhood Education and Early Years of Elementary Education supported the data collection for the preparation of this document. From the developments, discussion and analytical reflection of the issues mediated by the discipline, we will approach the main elements of the training process. From the observations in the development of the classes and the application of the questionnaire, we will be guided by the theoretical framework for the analysis of the results. Thus, we note that the period of involvement with the monitoring of the students of the Pedagogy course allowed us to reflect on the knowledge acquired during the investigation period and, little by little, to become aware of the need to re-signify what was built as a researcher in the investigative path. , we conclude that, the process of transforming the educational reality begins primarily, in the perspective that it can happen and the starting point is the training of teachers. In addition, the changes triggered in this process take effect as the action-reflection-action-reflection movement is experienced.