O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2618 |
Resumo: | In the teaching of Natural Sciences/Biology the strategy methodological of field classes is a relevant topic. Several authors, among them Krasilchik (1996) and Trevisan (2016), report about the possible and significant contributions of this activity to the construction of students' knowledge, since it makes possible the contact with reality and a more contextualized and problematized teaching. At the Federal University of Mato Grosso, undergraduate courses receive financial support and regulation for the achievement of the field classes. In the initial formation of the biology teacher, the use of this methodological strategy is one of the important aspects for the construction of the knowledges necessary for teaching profession, which will be reflected in your acting in basic education. In this context, the research theme stems from the importance of initial teacher formation and its relation to the use of a methodological strategy, such as the field classes. Like this, the present work studies and analyzes how field classes are developed in the biological sciences degree course, Cuiabá campus of the Federal University of Mato Grosso, and its role as a methodological strategy in the initial teacher formation for basic education. This research has a qualitative approach and elements of a case study. The instruments of data collect for investigation were the analyze of the official institutional documents and the investigated course, in addition to the semistructured interviews with teachers, students and teachers of basic education graduates of the said course about the field classes in the initial formation of the professor of biology. The data obtained in the interviews with the subjects were organized into categories for the purpose of description and analysis. Has been too one study was also made and presented what is there the official documents on the theme. Grounded on a theoretical referential that includes the studies of Tardif (2011), Shulman (1986, 2004), Morin (2000, 2007), Gil Pérez et al. (2001), Marandino, Selles and Ferreira (2009), Viveiro (2006), Fernandes (2007) and others, the results show that all blokes interviewed recognize the importance of the field classes for the initial teacher formation of biology teachers. Nevertheless, the use of this methodological strategy by the professors of the licentiate course in biological sciences of the UFMT has been reduced, which is due to several obstacles among them the overload of teaching work, the excess of administrative logistics activities and the planning of the field classes, so as not to prejudice the class of teachers from other disciplines who will not be in the field. The results obtained allow us to conclude that this course will should analyze the possibility of investing more in the realization of field classes, including in an interdisciplinary perspective and also involving the short term field classes. In addition, it is concluded that teacher knowledges interconnected represents an important aspect in order to enhance the contributions of this methodological strategy to initial teacher training. |
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O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato GrossoAula de campoFormação inicial docenteCiências biológicasCNPQ::CIENCIAS HUMANAS::EDUCACAOField classesInitial teacher trainingBiological sciencesIn the teaching of Natural Sciences/Biology the strategy methodological of field classes is a relevant topic. Several authors, among them Krasilchik (1996) and Trevisan (2016), report about the possible and significant contributions of this activity to the construction of students' knowledge, since it makes possible the contact with reality and a more contextualized and problematized teaching. At the Federal University of Mato Grosso, undergraduate courses receive financial support and regulation for the achievement of the field classes. In the initial formation of the biology teacher, the use of this methodological strategy is one of the important aspects for the construction of the knowledges necessary for teaching profession, which will be reflected in your acting in basic education. In this context, the research theme stems from the importance of initial teacher formation and its relation to the use of a methodological strategy, such as the field classes. Like this, the present work studies and analyzes how field classes are developed in the biological sciences degree course, Cuiabá campus of the Federal University of Mato Grosso, and its role as a methodological strategy in the initial teacher formation for basic education. This research has a qualitative approach and elements of a case study. The instruments of data collect for investigation were the analyze of the official institutional documents and the investigated course, in addition to the semistructured interviews with teachers, students and teachers of basic education graduates of the said course about the field classes in the initial formation of the professor of biology. The data obtained in the interviews with the subjects were organized into categories for the purpose of description and analysis. Has been too one study was also made and presented what is there the official documents on the theme. Grounded on a theoretical referential that includes the studies of Tardif (2011), Shulman (1986, 2004), Morin (2000, 2007), Gil Pérez et al. (2001), Marandino, Selles and Ferreira (2009), Viveiro (2006), Fernandes (2007) and others, the results show that all blokes interviewed recognize the importance of the field classes for the initial teacher formation of biology teachers. Nevertheless, the use of this methodological strategy by the professors of the licentiate course in biological sciences of the UFMT has been reduced, which is due to several obstacles among them the overload of teaching work, the excess of administrative logistics activities and the planning of the field classes, so as not to prejudice the class of teachers from other disciplines who will not be in the field. The results obtained allow us to conclude that this course will should analyze the possibility of investing more in the realization of field classes, including in an interdisciplinary perspective and also involving the short term field classes. In addition, it is concluded that teacher knowledges interconnected represents an important aspect in order to enhance the contributions of this methodological strategy to initial teacher training.No ensino de Ciências Naturais/Biologia a estratégia metodológica aula de campo é um tema relevante. Vários autores, dentre eles Krasilchik (1996) e Trevisan (2016), relatam sobre as possíveis e significativas contribuições dessa atividade para a construção do conhecimento dos alunos, pois possibilita o contato com a realidade e um ensino mais contextualizado e problematizado. Na Universidade Federal de Mato Grosso os cursos de graduação recebem apoio financeiro e regulamentação própria para a realização das aulas de campo. Na formação inicial do professor de biologia, a utilização dessa estratégia metodológica constitui um dos aspectos importantes para a construção dos saberes necessários à docência, que refletirão na sua atuação na educação básica. Nesse contexto, o tema da pesquisa decorre da importância de uma formação docente inicial adequada e a sua relação com a utilização de uma estratégia metodológica, como a aula de campo. Assim, o presente trabalho estuda e analisa como as aulas de campo são desenvolvidas no curso de licenciatura em ciências biológicas, campus Cuiabá da Universidade Federal de Mato Grosso, e o seu papel como estratégia metodológica na formação inicial de professores para a educação básica. Esta investigação possui uma abordagem qualitativa e elementos de um estudo de caso. Os instrumentos de coleta de dados para investigação foram a análise dos documentos oficiais institucionais e do curso investigado, além das entrevistas semiestruturadas com docentes, estudantes e professores da educação básica egressos do referido curso sobre as aulas de campo na formação inicial do professor de biologia. Os dados obtidos nas entrevistas com os sujeitos foram organizados em categorias para fins de descrição e análise. Foi feito também um estudo e apresentado o que consta nos documentos oficiais sobre o tema. Fundamentados por um referencial teórico que inclui os estudos de Tardif (2011), Shulman (1986, 2004), Morin (2000, 2007), Gil Pérez et al. (2001), Marandino, Selles e Ferreira (2009), Viveiro (2006), Fernandes (2007) e outros, os resultados apontam que todos os sujeitos entrevistados reconhecem a importância da aula de campo para a formação inicial dos professores de biologia. Ainda assim, a utilização dessa estratégia metodológica pelos docentes do curso de licenciatura em ciências biológicas da UFMT tem sido reduzida, o que se deve a vários entraves dentre eles a sobrecarga de trabalho docente, o excesso de atividades de logísticas administrativas e o planejamento das aulas de campo, de forma a não prejudicar as aulas dos docentes de outras disciplinas que não estarão em campo. Os resultados obtidos permitem concluir que o referido curso deveria analisar a possibilidade de investir mais na realização das aulas de campo, inclusive numa perspectiva interdisciplinar e envolvendo também as aulas de campo de curta duração. Ademais, conclui-se que os saberes docentes interligados representam um aspecto importante com vistas a potencializar as contribuições dessa estratégia metodológica para a formação inicial docente.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMello, Irene Cristina dehttp://lattes.cnpq.br/2638382068961952Mello, Irene Cristina de495.976.201-20http://lattes.cnpq.br/2638382068961952Mansilla, Débora Eriléia Pedrotti569.620.701-44http://lattes.cnpq.br/7018286591963865495.976.201-20Monteiro, Edenar Souza275.054.641-91http://lattes.cnpq.br/7299735489884919Silva, Dóris Cristina2021-07-19T19:53:09Z2018-03-092021-07-19T19:53:09Z2018-03-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Dóris Cristina. O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso. 2018. 165 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.http://ri.ufmt.br/handle/1/2618porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-07-21T07:03:29Zoai:localhost:1/2618Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-07-21T07:03:29Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
title |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
spellingShingle |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso Silva, Dóris Cristina Aula de campo Formação inicial docente Ciências biológicas CNPQ::CIENCIAS HUMANAS::EDUCACAO Field classes Initial teacher training Biological sciences |
title_short |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
title_full |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
title_fullStr |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
title_full_unstemmed |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
title_sort |
O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso |
author |
Silva, Dóris Cristina |
author_facet |
Silva, Dóris Cristina |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mello, Irene Cristina de http://lattes.cnpq.br/2638382068961952 Mello, Irene Cristina de 495.976.201-20 http://lattes.cnpq.br/2638382068961952 Mansilla, Débora Eriléia Pedrotti 569.620.701-44 http://lattes.cnpq.br/7018286591963865 495.976.201-20 Monteiro, Edenar Souza 275.054.641-91 http://lattes.cnpq.br/7299735489884919 |
dc.contributor.author.fl_str_mv |
Silva, Dóris Cristina |
dc.subject.por.fl_str_mv |
Aula de campo Formação inicial docente Ciências biológicas CNPQ::CIENCIAS HUMANAS::EDUCACAO Field classes Initial teacher training Biological sciences |
topic |
Aula de campo Formação inicial docente Ciências biológicas CNPQ::CIENCIAS HUMANAS::EDUCACAO Field classes Initial teacher training Biological sciences |
description |
In the teaching of Natural Sciences/Biology the strategy methodological of field classes is a relevant topic. Several authors, among them Krasilchik (1996) and Trevisan (2016), report about the possible and significant contributions of this activity to the construction of students' knowledge, since it makes possible the contact with reality and a more contextualized and problematized teaching. At the Federal University of Mato Grosso, undergraduate courses receive financial support and regulation for the achievement of the field classes. In the initial formation of the biology teacher, the use of this methodological strategy is one of the important aspects for the construction of the knowledges necessary for teaching profession, which will be reflected in your acting in basic education. In this context, the research theme stems from the importance of initial teacher formation and its relation to the use of a methodological strategy, such as the field classes. Like this, the present work studies and analyzes how field classes are developed in the biological sciences degree course, Cuiabá campus of the Federal University of Mato Grosso, and its role as a methodological strategy in the initial teacher formation for basic education. This research has a qualitative approach and elements of a case study. The instruments of data collect for investigation were the analyze of the official institutional documents and the investigated course, in addition to the semistructured interviews with teachers, students and teachers of basic education graduates of the said course about the field classes in the initial formation of the professor of biology. The data obtained in the interviews with the subjects were organized into categories for the purpose of description and analysis. Has been too one study was also made and presented what is there the official documents on the theme. Grounded on a theoretical referential that includes the studies of Tardif (2011), Shulman (1986, 2004), Morin (2000, 2007), Gil Pérez et al. (2001), Marandino, Selles and Ferreira (2009), Viveiro (2006), Fernandes (2007) and others, the results show that all blokes interviewed recognize the importance of the field classes for the initial teacher formation of biology teachers. Nevertheless, the use of this methodological strategy by the professors of the licentiate course in biological sciences of the UFMT has been reduced, which is due to several obstacles among them the overload of teaching work, the excess of administrative logistics activities and the planning of the field classes, so as not to prejudice the class of teachers from other disciplines who will not be in the field. The results obtained allow us to conclude that this course will should analyze the possibility of investing more in the realization of field classes, including in an interdisciplinary perspective and also involving the short term field classes. In addition, it is concluded that teacher knowledges interconnected represents an important aspect in order to enhance the contributions of this methodological strategy to initial teacher training. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-03-09 2018-03-16 2021-07-19T19:53:09Z 2021-07-19T19:53:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Dóris Cristina. O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso. 2018. 165 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. http://ri.ufmt.br/handle/1/2618 |
identifier_str_mv |
SILVA, Dóris Cristina. O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso. 2018. 165 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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