IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS

Detalhes bibliográficos
Autor(a) principal: Coelho, Lucas Ribeiro
Data de Publicação: 2023
Outros Autores: Anjos, Débora Santos Carvalho dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Reamec
Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14275
Resumo: The research teacher is seen as a professional capable of overcoming the challenges of the teaching-learning process based on the application of research as an educational principle in teaching practice. For this, the experience of educational research needs to happen from the initial training of the teacher. In this context, this research aimed to investigate the implications of the Residência Pedagógica Program/CAPES in the training of research teachers in Chemistry Degree courses at IFSertãoPE. The study was guided by the principles of qualitative research, classifying itself as field research with a descriptive bias. Participants were 23 Chemistry residents who worked in the 2018 and 2020 editions of the Residência Pedagógica Program on the Floresta, Ouricuri and Petrolina of IFSertãoPE campi. A questionnaire with 7 (seven) discursive questions was used as a data collection instrument. Data were analyzed using the content analysis technique. The results showed that the pedagogical residency contributed to strengthen the commitment to teaching Chemistry, working on essential elements for teaching practice, based on the theory-practice articulation in initial teacher training, considering research as a training resource. Also, it was evident in the study that the program, by recognizing and applying research as an educational basis, provided residents with a comprehensive training to act as research professors in the teaching of Chemistry.
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spelling IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERSIMPLICACIONES DE LA RESIDENCIA PEDAGÓGICA EN QUÍMICA EN LA FORMACIÓN DE DOCENTES INVESTIGADORESIMPLICAÇÕES DA RESIDÊNCIA PEDAGÓGICA EM QUÍMICA NA FORMAÇÃO DE PROFESSORES PESQUISADORESTeacher trainingResearch professorResidência Pedagógica Program.Formação de professoresProfessor pesquisadorPrograma de Residência PedagógicaFormación docenteProfesor investigadorPrograma de Residência PedagógicaThe research teacher is seen as a professional capable of overcoming the challenges of the teaching-learning process based on the application of research as an educational principle in teaching practice. For this, the experience of educational research needs to happen from the initial training of the teacher. In this context, this research aimed to investigate the implications of the Residência Pedagógica Program/CAPES in the training of research teachers in Chemistry Degree courses at IFSertãoPE. The study was guided by the principles of qualitative research, classifying itself as field research with a descriptive bias. Participants were 23 Chemistry residents who worked in the 2018 and 2020 editions of the Residência Pedagógica Program on the Floresta, Ouricuri and Petrolina of IFSertãoPE campi. A questionnaire with 7 (seven) discursive questions was used as a data collection instrument. Data were analyzed using the content analysis technique. The results showed that the pedagogical residency contributed to strengthen the commitment to teaching Chemistry, working on essential elements for teaching practice, based on the theory-practice articulation in initial teacher training, considering research as a training resource. Also, it was evident in the study that the program, by recognizing and applying research as an educational basis, provided residents with a comprehensive training to act as research professors in the teaching of Chemistry.El docente investigador es visto como un profesional capaz de superar los desafíos del proceso de enseñanza-aprendizaje a partir de la aplicación de la investigación como principio educativo en la práctica docente. Para ello, la experiencia de la investigación educativa necesita pasar desde la formación inicial del docente. En ese contexto, esta investigación tuvo como objetivo investigar las implicaciones del Programa de Residência Pedagógica/CAPES en la formación de docentes investigadores en los cursos de Licenciatura en Química del IFSertãoPE. El estudio se orientó por los principios de la investigación cualitativa, clasificándose como investigación de campo con sesgo descriptivo. 23 residentes de Química que participaron en las ediciones de 2018 y 2020 del Programa de Residência Pedagógica en los campi de Floresta, Ouricuri y Petrolina del IFSertãoPE. Se utilizó como instrumento de recolección de datos un cuestionario con 7 (siete) preguntas discursivas. Los datos fueron analizados mediante la técnica de análisis de contenido. Los resultados mostraron que la residencia pedagógica contribuyó a fortalecer el compromiso con la enseñanza de la Química, trabajando elementos esenciales para la práctica docente, a partir de la articulación teoría-práctica en la formación inicial docente, considerando la investigación como recurso formativo. Asimismo, se evidenció en el estudio que el programa, al reconocer y aplicar la investigación como base educativa, brindó a los residentes una formación integral para actuar como docentes investigadores en la enseñanza de la Química.O professor pesquisador é visto como um profissional capaz de superar os desafios do processo de ensino-aprendizagem a partir da aplicação da pesquisa como princípio educativo na prática docente. Para isso, a vivência da pesquisa educacional necessita acontecer desde a formação inicial do professor. Nesse contexto, esta pesquisa objetivou investigar as implicações do Programa de Residência Pedagógica/CAPES na formação de professores pesquisadores nos cursos de Licenciatura em Química do IFSertãoPE. O estudo pautou-se pelos princípios da pesquisa qualitativa, classificando-se como pesquisa de campo com viés descritivo. Participaram 23 residentes de Química que atuaram nas edições de 2018 e 2020 do Programa de Residência Pedagógica nos campi Floresta, Ouricuri e Petrolina do IFSertãoPE. Utilizou-se, como instrumento de coleta de dados, um questionário com 7 (sete) questões discursivas. Os dados foram analisados por meio da técnica de análise de conteúdo. Os resultados apontaram que a residência pedagógica contribuiu para fortalecer o compromisso com o ensino de Química, trabalhando elementos essenciais à prática docente, a partir da articulação teoria-prática na formação inicial docente, considerando a pesquisa como recurso formativo. Também, ficou evidente no estudo que o programa, ao reconhecer e aplicar a pesquisa como base educativa, oportunizou aos residentes uma formação integral para atuarem como professores pesquisadores no ensino de Química.Universidade Federal de Mato Grosso (UFMT)2023-05-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1427510.26571/reamec.v11i1.14275 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23022REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23022REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e230222318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14275/12313Copyright (c) 2023 Lucas Ribeiro Coelho, Débora Santos Carvalho dos Anjoshttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCoelho, Lucas RibeiroAnjos, Débora Santos Carvalho dos2024-01-28T21:08:51Zoai:periodicoscientificos.ufmt.br:article/14275Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2024-01-28T21:08:51Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
IMPLICACIONES DE LA RESIDENCIA PEDAGÓGICA EN QUÍMICA EN LA FORMACIÓN DE DOCENTES INVESTIGADORES
IMPLICAÇÕES DA RESIDÊNCIA PEDAGÓGICA EM QUÍMICA NA FORMAÇÃO DE PROFESSORES PESQUISADORES
title IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
spellingShingle IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
Coelho, Lucas Ribeiro
Teacher training
Research professor
Residência Pedagógica Program.
Formação de professores
Professor pesquisador
Programa de Residência Pedagógica
Formación docente
Profesor investigador
Programa de Residência Pedagógica
title_short IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
title_full IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
title_fullStr IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
title_full_unstemmed IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
title_sort IMPLICATIONS OF THE PEDAGOGICAL RESIDENCY IN CHEMISTRY IN THE TRAINING OF RESEARCH TEACHERS
author Coelho, Lucas Ribeiro
author_facet Coelho, Lucas Ribeiro
Anjos, Débora Santos Carvalho dos
author_role author
author2 Anjos, Débora Santos Carvalho dos
author2_role author
dc.contributor.author.fl_str_mv Coelho, Lucas Ribeiro
Anjos, Débora Santos Carvalho dos
dc.subject.por.fl_str_mv Teacher training
Research professor
Residência Pedagógica Program.
Formação de professores
Professor pesquisador
Programa de Residência Pedagógica
Formación docente
Profesor investigador
Programa de Residência Pedagógica
topic Teacher training
Research professor
Residência Pedagógica Program.
Formação de professores
Professor pesquisador
Programa de Residência Pedagógica
Formación docente
Profesor investigador
Programa de Residência Pedagógica
description The research teacher is seen as a professional capable of overcoming the challenges of the teaching-learning process based on the application of research as an educational principle in teaching practice. For this, the experience of educational research needs to happen from the initial training of the teacher. In this context, this research aimed to investigate the implications of the Residência Pedagógica Program/CAPES in the training of research teachers in Chemistry Degree courses at IFSertãoPE. The study was guided by the principles of qualitative research, classifying itself as field research with a descriptive bias. Participants were 23 Chemistry residents who worked in the 2018 and 2020 editions of the Residência Pedagógica Program on the Floresta, Ouricuri and Petrolina of IFSertãoPE campi. A questionnaire with 7 (seven) discursive questions was used as a data collection instrument. Data were analyzed using the content analysis technique. The results showed that the pedagogical residency contributed to strengthen the commitment to teaching Chemistry, working on essential elements for teaching practice, based on the theory-practice articulation in initial teacher training, considering research as a training resource. Also, it was evident in the study that the program, by recognizing and applying research as an educational basis, provided residents with a comprehensive training to act as research professors in the teaching of Chemistry.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14275
10.26571/reamec.v11i1.14275
url https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14275
identifier_str_mv 10.26571/reamec.v11i1.14275
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14275/12313
dc.rights.driver.fl_str_mv Copyright (c) 2023 Lucas Ribeiro Coelho, Débora Santos Carvalho dos Anjos
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Lucas Ribeiro Coelho, Débora Santos Carvalho dos Anjos
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
dc.source.none.fl_str_mv REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23022
REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23022
REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23022
2318-6674
reponame:Revista Reamec
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Revista Reamec
collection Revista Reamec
repository.name.fl_str_mv Revista Reamec - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv revistareamec@gmail.com||
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