Mapas conceituais nos cursos de formação de professores da UFS

Detalhes bibliográficos
Autor(a) principal: Sousa, Glauber Santana de
Data de Publicação: 2010
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/4791
Resumo: It is known that old teaching strategies together with traditional pedagogical paradigm are insufficient to guarantee that learning really occur based on the new model of society. The professors need to ensure the Significant Learning and a way to achieve this goal is through Conceptual Maps (CM). Thus, this dissertation aimed to find out how Conceptual Maps are a part of the initial formation of basic education professors from UFS courses. Qualitative methodology was used through the application of questionnaires and interviews. Nine interviews from professors that teach pedagogical disciplines were analyzed. Most of them indicated the use of CM in a search for differ their teaching strategies in order to promote the Significant Learning in the classroom. The maps main contributions on the courses were: the facility for learning concepts, which helps future teachers to better master the content and instrumentation for the exercise of professional practice using one of the resources present in current textbooks of basic education. This strategy was perceived as favorable to the development of teaching practice that has brought improvements to the teaching and learning process of some pedagogical disciplines from UFS programs.
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spelling Sousa, Glauber Santana dehttp://lattes.cnpq.br/6081464792679788Araujo, Maria Inêz Oliveirahttp://lattes.cnpq.br/39752246504413652017-09-26T17:49:30Z2017-09-26T17:49:30Z2010-08-13SOUSA, Glauber Santana de. CONCEPTUAL MAPS IN TRAINING COURSES FOR TEACHERS OF UFS. 2010. 124 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2010.https://ri.ufs.br/handle/riufs/4791It is known that old teaching strategies together with traditional pedagogical paradigm are insufficient to guarantee that learning really occur based on the new model of society. The professors need to ensure the Significant Learning and a way to achieve this goal is through Conceptual Maps (CM). Thus, this dissertation aimed to find out how Conceptual Maps are a part of the initial formation of basic education professors from UFS courses. Qualitative methodology was used through the application of questionnaires and interviews. Nine interviews from professors that teach pedagogical disciplines were analyzed. Most of them indicated the use of CM in a search for differ their teaching strategies in order to promote the Significant Learning in the classroom. The maps main contributions on the courses were: the facility for learning concepts, which helps future teachers to better master the content and instrumentation for the exercise of professional practice using one of the resources present in current textbooks of basic education. This strategy was perceived as favorable to the development of teaching practice that has brought improvements to the teaching and learning process of some pedagogical disciplines from UFS programs.Sabe-se que as velhas estratégias de ensino atreladas ao paradigma pedagógico tradicional são insuficientes em assegurar que realmente ocorra uma aprendizagem condizente com o novo modelo de sociedade. É preciso que o professor favoreça a Aprendizagem Significativa e uma das possibilidades para alcançar este objetivo é através do uso de Mapas Conceituais. Assim, esta dissertação teve como problema instigador, averiguar como os Mapas Conceituais fazem parte da formação inicial de professores da educação básica, dos cursos da UFS. Fez-se uso da metodologia qualitativa, tendo como instrumentos de coleta de dados o questionário e a entrevista. Foram analisadas entrevistas de 09 docentes que lecionam disciplinas pedagógicas nos cursos de licenciatura. A maioria indicou fazer uso dos MC, buscando diferenciar suas estratégias de ensino, a fim de promover a Aprendizagem Significativa em sala-de-aula. As principais contribuições dos mapas nos cursos foram: a facilidade para a aprendizagem de conceitos, que auxilia ao futuro professor a dominar melhor o conteúdo e a instrumentalização para o exercício da prática profissional usando um dos recursos presente nos atuais livros didáticos da educação básica. Esta estratégia foi percebida como favorável ao desenvolvimento da prática docente que trouxe melhorias ao processo de ensino e aprendizagem de algumas disciplinas pedagógicas dos cursos de licenciatura da UFS.application/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBRMapas conceituaisFormação de professoresUniversidade Federal de SergipeConceptual mapsTeachers formationFederal University of SergipeCNPQ::CIENCIAS HUMANAS::EDUCACAOMapas conceituais nos cursos de formação de professores da UFSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALGLAUBER_SANTANA_SOUZA.pdfapplication/pdf1732815https://ri.ufs.br/jspui/bitstream/riufs/4791/1/GLAUBER_SANTANA_SOUZA.pdfba5c00e9e33cdf13ef6bd95b87dbb39fMD51TEXTGLAUBER_SANTANA_SOUZA.pdf.txtGLAUBER_SANTANA_SOUZA.pdf.txtExtracted texttext/plain228837https://ri.ufs.br/jspui/bitstream/riufs/4791/2/GLAUBER_SANTANA_SOUZA.pdf.txtb8152085bc27aa720bf034bb2f2a5082MD52THUMBNAILGLAUBER_SANTANA_SOUZA.pdf.jpgGLAUBER_SANTANA_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1402https://ri.ufs.br/jspui/bitstream/riufs/4791/3/GLAUBER_SANTANA_SOUZA.pdf.jpg0970fec1601330d08f2f13ba12fd4174MD53riufs/47912017-11-24 19:48:18.913oai:ufs.br:riufs/4791Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T22:48:18Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Mapas conceituais nos cursos de formação de professores da UFS
title Mapas conceituais nos cursos de formação de professores da UFS
spellingShingle Mapas conceituais nos cursos de formação de professores da UFS
Sousa, Glauber Santana de
Mapas conceituais
Formação de professores
Universidade Federal de Sergipe
Conceptual maps
Teachers formation
Federal University of Sergipe
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Mapas conceituais nos cursos de formação de professores da UFS
title_full Mapas conceituais nos cursos de formação de professores da UFS
title_fullStr Mapas conceituais nos cursos de formação de professores da UFS
title_full_unstemmed Mapas conceituais nos cursos de formação de professores da UFS
title_sort Mapas conceituais nos cursos de formação de professores da UFS
author Sousa, Glauber Santana de
author_facet Sousa, Glauber Santana de
author_role author
dc.contributor.author.fl_str_mv Sousa, Glauber Santana de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6081464792679788
dc.contributor.advisor1.fl_str_mv Araujo, Maria Inêz Oliveira
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3975224650441365
contributor_str_mv Araujo, Maria Inêz Oliveira
dc.subject.por.fl_str_mv Mapas conceituais
Formação de professores
Universidade Federal de Sergipe
topic Mapas conceituais
Formação de professores
Universidade Federal de Sergipe
Conceptual maps
Teachers formation
Federal University of Sergipe
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Conceptual maps
Teachers formation
Federal University of Sergipe
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description It is known that old teaching strategies together with traditional pedagogical paradigm are insufficient to guarantee that learning really occur based on the new model of society. The professors need to ensure the Significant Learning and a way to achieve this goal is through Conceptual Maps (CM). Thus, this dissertation aimed to find out how Conceptual Maps are a part of the initial formation of basic education professors from UFS courses. Qualitative methodology was used through the application of questionnaires and interviews. Nine interviews from professors that teach pedagogical disciplines were analyzed. Most of them indicated the use of CM in a search for differ their teaching strategies in order to promote the Significant Learning in the classroom. The maps main contributions on the courses were: the facility for learning concepts, which helps future teachers to better master the content and instrumentation for the exercise of professional practice using one of the resources present in current textbooks of basic education. This strategy was perceived as favorable to the development of teaching practice that has brought improvements to the teaching and learning process of some pedagogical disciplines from UFS programs.
publishDate 2010
dc.date.issued.fl_str_mv 2010-08-13
dc.date.accessioned.fl_str_mv 2017-09-26T17:49:30Z
dc.date.available.fl_str_mv 2017-09-26T17:49:30Z
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dc.identifier.citation.fl_str_mv SOUSA, Glauber Santana de. CONCEPTUAL MAPS IN TRAINING COURSES FOR TEACHERS OF UFS. 2010. 124 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2010.
dc.identifier.uri.fl_str_mv https://ri.ufs.br/handle/riufs/4791
identifier_str_mv SOUSA, Glauber Santana de. CONCEPTUAL MAPS IN TRAINING COURSES FOR TEACHERS OF UFS. 2010. 124 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2010.
url https://ri.ufs.br/handle/riufs/4791
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dc.publisher.none.fl_str_mv Universidade Federal de Sergipe
dc.publisher.program.fl_str_mv Pós-Graduação em Educação
dc.publisher.initials.fl_str_mv UFS
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publisher.none.fl_str_mv Universidade Federal de Sergipe
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reponame_str Repositório Institucional da UFS
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