Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5272 |
Resumo: | It is a qualitative research in the narrative modality, whose research object implies life stories of former teachers of science teachers. I seek to investigate whether the knowledge of the life stories of former teachers of science teachers contribute to elucidate mechanisms of training choices of scientific-pedagogical aspects training liable to questioning in training course for teachers of scientific areas. In addition to investigating, how the knowledge of the life stories of former teachers of science teachers elucidates the way of each one to be inserted in or taking clearly 'paradigms' and 'principles' scientific-pedagogical teacher training? So I can understand in which conceptions of Education, Science, teaching, research and extension, the research subjects (un) believe over their lives and on what terms these conceptions are present in the way of each one constitute as a teacher trainer of teachers. Beyond that, I still seek to know the historic crossings with socio-political and cultural contexts that are present in the reported life stories. I try to identify to understand these relationships, from the study of memories, reports of life stories, evidence of which seem relevant in the constitution of the teaching professional in higher education in science just to understand what contributes to the constitution of the former of science teachers. In terms of methodology, this research uses life histories and autobiographies produced orally and taken into audio recording of subject teachers-trainers-of-teachers in science teaching area. These subjects were selected under the following criterion: professional formers who act in the training of biology, Physics, Chemistry and Science teachers or teacher training for early grades with respect to matters related to science education. Such trainers teachers - at number five subjects - have minimum experience of eight years of teaching in higher education. The life stories reported by them, point for discussions axis in the following areas: academic and non-academic reminiscences of former teachers of science teachers in their walk for professional choice and the emergence of formative aspects of teacher training and its relations / implications; the demarcation of socio-political and cultural contexts conditioning of teaching trainers teachers of teachers present in the reported life stories; explanation of constant knowledge of trainers of teachers life histories of science teachers from their inclusion in teacher training courses and thus elucidating the emergence of formative aspects. Generally various aspects or formative principles are listed through evocations, thus, master the scientific content, manifest / express views of scientific-pedagogical process, know how to plan, develop and evaluate educational activities (including ICT- information and communication technology), concieve the daily teaching practice as a research object, see how the ways of being and being in the profession (identity) are being handled by various social actors, emerge from the memories of trainers at intersections with other types of memories, namely, childhood and family reminiscences for life; the school where they studied; of higher education institutions that they have formed; academic meetings and conferences they attended by ... All that can, in the view of each one, have contributed in their way of being a former teachers of science teachers, elucidating their social roots. So formers teachers of teachers when reporting their life stories, show subjects in educational processes that insert into and/or take paradigms and scientific-pedagogical principles of teacher training, influences of traditional pedagogy (in which knowledge is reproduced, transmitted, unchanging, teaching is mechanical, decontextualized, characterized by the teacher verbalization, and the student is passive, uncritical), the emerging paradigm, and positivism, are recurrent. |
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Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docenteHistória de vidaProfessores formadores de professores,Aspectos formativos da docênciaCNPQ::CIENCIAS EXATAS E DA TERRALife historyFormers teachers of teachersFormative aspects of teachingIt is a qualitative research in the narrative modality, whose research object implies life stories of former teachers of science teachers. I seek to investigate whether the knowledge of the life stories of former teachers of science teachers contribute to elucidate mechanisms of training choices of scientific-pedagogical aspects training liable to questioning in training course for teachers of scientific areas. In addition to investigating, how the knowledge of the life stories of former teachers of science teachers elucidates the way of each one to be inserted in or taking clearly 'paradigms' and 'principles' scientific-pedagogical teacher training? So I can understand in which conceptions of Education, Science, teaching, research and extension, the research subjects (un) believe over their lives and on what terms these conceptions are present in the way of each one constitute as a teacher trainer of teachers. Beyond that, I still seek to know the historic crossings with socio-political and cultural contexts that are present in the reported life stories. I try to identify to understand these relationships, from the study of memories, reports of life stories, evidence of which seem relevant in the constitution of the teaching professional in higher education in science just to understand what contributes to the constitution of the former of science teachers. In terms of methodology, this research uses life histories and autobiographies produced orally and taken into audio recording of subject teachers-trainers-of-teachers in science teaching area. These subjects were selected under the following criterion: professional formers who act in the training of biology, Physics, Chemistry and Science teachers or teacher training for early grades with respect to matters related to science education. Such trainers teachers - at number five subjects - have minimum experience of eight years of teaching in higher education. The life stories reported by them, point for discussions axis in the following areas: academic and non-academic reminiscences of former teachers of science teachers in their walk for professional choice and the emergence of formative aspects of teacher training and its relations / implications; the demarcation of socio-political and cultural contexts conditioning of teaching trainers teachers of teachers present in the reported life stories; explanation of constant knowledge of trainers of teachers life histories of science teachers from their inclusion in teacher training courses and thus elucidating the emergence of formative aspects. Generally various aspects or formative principles are listed through evocations, thus, master the scientific content, manifest / express views of scientific-pedagogical process, know how to plan, develop and evaluate educational activities (including ICT- information and communication technology), concieve the daily teaching practice as a research object, see how the ways of being and being in the profession (identity) are being handled by various social actors, emerge from the memories of trainers at intersections with other types of memories, namely, childhood and family reminiscences for life; the school where they studied; of higher education institutions that they have formed; academic meetings and conferences they attended by ... All that can, in the view of each one, have contributed in their way of being a former teachers of science teachers, elucidating their social roots. So formers teachers of teachers when reporting their life stories, show subjects in educational processes that insert into and/or take paradigms and scientific-pedagogical principles of teacher training, influences of traditional pedagogy (in which knowledge is reproduced, transmitted, unchanging, teaching is mechanical, decontextualized, characterized by the teacher verbalization, and the student is passive, uncritical), the emerging paradigm, and positivism, are recurrent.Trata-se de uma pesquisa qualitativa na modalidade narrativa, cujo objeto de investigação implica histórias de vida de professores formadores de professores de Ciências. Nesse âmbito, busco investigar se o conhecimento das histórias de vida de professores formadores de professores de Ciências contribuem para elucidar mecanismos de escolhas de aspectos científico-pedagógicos formativos passíveis de problematização no curso da formação de docentes das áreas científicas. Além de investigar como o conhecimento das histórias de vida de professores formadores de professores de Ciências elucida a maneira de cada um se constituir professor, inserido em ou assumindo claramente ‘paradigmas’ e ‘princípios’ científico- pedagógicos de formação docente? Isso para que eu possa compreender em que concepções de Educação, Ciência, Ensino, Pesquisa e Extensão, os sujeitos investigados (des)acreditam ao longo de suas vidas, bem como em que termos essas concepções se fazem presentes na maneira de cada um se constituir como professor formador de professores. Além disso, busco, ainda, conhecer os cruzamentos históricos com contextos sócio-político- culturais que se fazem presentes nas histórias de vida relatadas. Procuro identificar para compreender essas relações, a partir do estudo de memórias, de relatos de histórias de vida, de indícios que pareçam relevantes na constituição do profissional do magistério no ensino superior na área científica justamente para compreender o que contribui para a constituição do ser formador de professores de ciências. Em termos metodológicos, esta investigação usa histórias de vida e autobiografias produzidas oralmente e tomadas em gravação de áudio dos sujeitos professores-formadores-de-professores na área de ensino de ciências. Esses sujeitos foram selecionados sob os seguintes critérios: profissionais formadores que atuam na formação de professores de Biologia, Física, Química e Ciências ou na formação de professores para séries iniciais no tocante a assuntos relacionados ao ensino de ciências. Tais professores formadores – em número de cinco sujeitos – apresentam experiência mínima de oito anos de docência no ensino superior. As histórias de vida por eles relatadas apontam para eixos de discussões nos seguintes âmbitos: reminiscências acadêmicas e não-acadêmicas de professores formadores de professores de ciências na sua caminhada para a escolha profissional e a emergência de aspectos formativos para a formação docente e suas relações/implicações; a demarcação de contextos sócio-político-culturais condicionantes do trabalho docente de professores formadores de professores presentes nas histórias de vida relatadas; explicitação do conhecimento constante de histórias de vida de professores formadores de professores de ciências a partir da sua inserção nos cursos de formação docente e assim, elucidando a emergência de aspectos formativos. De modo geral diversos aspectos ou princípios formativos são elencados por meio das evocações, assim, dominar os conteúdos científicos, manifestar/expressar visões do processo científico-pedagógico, saber planejar, desenvolver e avaliar atividades de ensino (inclusive com as TIC), conceber a prática pedagógica cotidiana como objeto de investigação, perceber como as formas de ser e estar na profissão (identidade) estão sendo manipuladas por vários atores sociais, emergem das memórias dos formadores em cruzamentos com outros tipos de memórias, quais sejam, reminiscências da infância e da família no percurso da vida; da escola em que estudaram; das instituições de ensino superior em que se formaram; de encontros e de congressos acadêmicos de que participaram... Tudo aquilo que possa, ao ver de cada um, ter contribuído nos seus modos de vir a ser professor formador de professores de ciências, elucidando suas raízes sociais. Portanto os professores formadores de professores ao relatarem suas histórias de vida se mostram sujeitos em processos formativos que inserem em e/ou assumem paradigmas e princípios científico- pedagógicos de formação docente, influencias da Pedagogia tradicional (no qual o conhecimento é reproduzido, transmitido, imutável, o ensino é mecânico, descontextualizado, caracterizado pela verbalização docente, e o aluno é passivo, acrítico), do Paradigma emergente, e do Positivismo, são recorrentes.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMAragão, Rosália Maria Ribeiro dehttp://lattes.cnpq.br/5651914385447486Aragão, Rosália Maria Ribeiro de002.417.841-15http://lattes.cnpq.br/5651914385447486Gonçalves, Terezinha Valim Oliver085.250.720-87http://lattes.cnpq.br/0496932429575513002.417.841-15Gonçalves, Tadeu Oliver019.500.372-15http://lattes.cnpq.br/6789250569319668Sabóia, Beatriz095.641.218-31http://lattes.cnpq.br/4935621329586355Moreira, Ivanete Maria Barroso277.826.892-87http://lattes.cnpq.br/5798289400880105Silva, Paulo Sérgio Araújo da2024-02-28T16:38:12Z2020-08-122024-02-28T16:38:12Z2015-08-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSILVA, Paulo Sérgio Araújo da. Histórias de vida de formadores de professores de Ciências: paradigmas e princípios científico pedagógicos de formação docente. 2015. 104 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2015.http://ri.ufmt.br/handle/1/5272porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-03-02T07:01:29Zoai:localhost:1/5272Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-03-02T07:01:29Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
title |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
spellingShingle |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente Silva, Paulo Sérgio Araújo da História de vida Professores formadores de professores, Aspectos formativos da docência CNPQ::CIENCIAS EXATAS E DA TERRA Life history Formers teachers of teachers Formative aspects of teaching |
title_short |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
title_full |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
title_fullStr |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
title_full_unstemmed |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
title_sort |
Histórias de vida de formadores de professores de Ciências : paradigmas e princípios científico pedagógicos de formação docente |
author |
Silva, Paulo Sérgio Araújo da |
author_facet |
Silva, Paulo Sérgio Araújo da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Aragão, Rosália Maria Ribeiro de http://lattes.cnpq.br/5651914385447486 Aragão, Rosália Maria Ribeiro de 002.417.841-15 http://lattes.cnpq.br/5651914385447486 Gonçalves, Terezinha Valim Oliver 085.250.720-87 http://lattes.cnpq.br/0496932429575513 002.417.841-15 Gonçalves, Tadeu Oliver 019.500.372-15 http://lattes.cnpq.br/6789250569319668 Sabóia, Beatriz 095.641.218-31 http://lattes.cnpq.br/4935621329586355 Moreira, Ivanete Maria Barroso 277.826.892-87 http://lattes.cnpq.br/5798289400880105 |
dc.contributor.author.fl_str_mv |
Silva, Paulo Sérgio Araújo da |
dc.subject.por.fl_str_mv |
História de vida Professores formadores de professores, Aspectos formativos da docência CNPQ::CIENCIAS EXATAS E DA TERRA Life history Formers teachers of teachers Formative aspects of teaching |
topic |
História de vida Professores formadores de professores, Aspectos formativos da docência CNPQ::CIENCIAS EXATAS E DA TERRA Life history Formers teachers of teachers Formative aspects of teaching |
description |
It is a qualitative research in the narrative modality, whose research object implies life stories of former teachers of science teachers. I seek to investigate whether the knowledge of the life stories of former teachers of science teachers contribute to elucidate mechanisms of training choices of scientific-pedagogical aspects training liable to questioning in training course for teachers of scientific areas. In addition to investigating, how the knowledge of the life stories of former teachers of science teachers elucidates the way of each one to be inserted in or taking clearly 'paradigms' and 'principles' scientific-pedagogical teacher training? So I can understand in which conceptions of Education, Science, teaching, research and extension, the research subjects (un) believe over their lives and on what terms these conceptions are present in the way of each one constitute as a teacher trainer of teachers. Beyond that, I still seek to know the historic crossings with socio-political and cultural contexts that are present in the reported life stories. I try to identify to understand these relationships, from the study of memories, reports of life stories, evidence of which seem relevant in the constitution of the teaching professional in higher education in science just to understand what contributes to the constitution of the former of science teachers. In terms of methodology, this research uses life histories and autobiographies produced orally and taken into audio recording of subject teachers-trainers-of-teachers in science teaching area. These subjects were selected under the following criterion: professional formers who act in the training of biology, Physics, Chemistry and Science teachers or teacher training for early grades with respect to matters related to science education. Such trainers teachers - at number five subjects - have minimum experience of eight years of teaching in higher education. The life stories reported by them, point for discussions axis in the following areas: academic and non-academic reminiscences of former teachers of science teachers in their walk for professional choice and the emergence of formative aspects of teacher training and its relations / implications; the demarcation of socio-political and cultural contexts conditioning of teaching trainers teachers of teachers present in the reported life stories; explanation of constant knowledge of trainers of teachers life histories of science teachers from their inclusion in teacher training courses and thus elucidating the emergence of formative aspects. Generally various aspects or formative principles are listed through evocations, thus, master the scientific content, manifest / express views of scientific-pedagogical process, know how to plan, develop and evaluate educational activities (including ICT- information and communication technology), concieve the daily teaching practice as a research object, see how the ways of being and being in the profession (identity) are being handled by various social actors, emerge from the memories of trainers at intersections with other types of memories, namely, childhood and family reminiscences for life; the school where they studied; of higher education institutions that they have formed; academic meetings and conferences they attended by ... All that can, in the view of each one, have contributed in their way of being a former teachers of science teachers, elucidating their social roots. So formers teachers of teachers when reporting their life stories, show subjects in educational processes that insert into and/or take paradigms and scientific-pedagogical principles of teacher training, influences of traditional pedagogy (in which knowledge is reproduced, transmitted, unchanging, teaching is mechanical, decontextualized, characterized by the teacher verbalization, and the student is passive, uncritical), the emerging paradigm, and positivism, are recurrent. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-08-27 2020-08-12 2024-02-28T16:38:12Z 2024-02-28T16:38:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Paulo Sérgio Araújo da. Histórias de vida de formadores de professores de Ciências: paradigmas e princípios científico pedagógicos de formação docente. 2015. 104 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2015. http://ri.ufmt.br/handle/1/5272 |
identifier_str_mv |
SILVA, Paulo Sérgio Araújo da. Histórias de vida de formadores de professores de Ciências: paradigmas e princípios científico pedagógicos de formação docente. 2015. 104 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2015. |
url |
http://ri.ufmt.br/handle/1/5272 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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