Teacher's as intellectuals and collective production of pedagogical content knowledge

Detalhes bibliográficos
Autor(a) principal: Pacievitch, Caroline
Data de Publicação: 2020
Outros Autores: Oliveira, Amanda Gabriela Rocha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/52756
Resumo: The object of this study is history teachers’ education departing from the collective production of educational knowledge in the Institutional Program of Teaching Initiation Scholarships - History (Pibid-História), in which the focus of the survey is the process of interlocution and collective production of these knowledge involving experienced teachers and undergraduate history students in training. The background problematic is how to learn history from the concept of teachers as transformative intellectuals, by Henry Giroux. The results allow to demonstrate that the group of teaching initiation scholars and supervisors teachers were able to make the collective construction of educational knowledge, and explore the relationship between professional profile and educational choices made during the survey period.
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spelling Teacher's as intellectuals and collective production of pedagogical content knowledgeProfesores como intelectuales y la construcción colectiva de conocimientos didácticos Professores como intelectuais e a construção coletiva de conhecimentos didáticosFormação de professoresPibidConhecimentos didáticosIntelectuais transformadoresTeacher's educationPibidPedagogical content knowledgeTransformative intellectualsFormación de profesoradoPibidConocimientos didácticosIntelectuales transformadoresThe object of this study is history teachers’ education departing from the collective production of educational knowledge in the Institutional Program of Teaching Initiation Scholarships - History (Pibid-História), in which the focus of the survey is the process of interlocution and collective production of these knowledge involving experienced teachers and undergraduate history students in training. The background problematic is how to learn history from the concept of teachers as transformative intellectuals, by Henry Giroux. The results allow to demonstrate that the group of teaching initiation scholars and supervisors teachers were able to make the collective construction of educational knowledge, and explore the relationship between professional profile and educational choices made during the survey period.El objeto de estudio de este artículo es la formación continua del profesorado de Historia a partir de la producción colectiva de conocimientos didácticos en el Programa Institucional de Bolsa de Iniciação à Docência - Pibid História, centrándose en el proceso de producción colectiva de esos conocimientos entre profesores expertos y futuros profesores en formación inicial. La problemática de la investigación es cómo se aprende a enseñar Historia a partir de la concepción de profesores como intelectuales transformadores, de acuerdo a Henry Giroux. Los resultados demuestran que el grupo de becarios de iniciación a la docencia y sus supervisores lograron construir conocimientos didácticos de forma colectiva, además de explorar las relaciones entre perfil profesional y tomadas de decisiones didáticas realizadas a lo largo de la investigación.O objeto de estudo deste artigo é a formação continuada de professores de História a partir da produção coletiva de conhecimentos didáticos no Programa Institucional de Bolsa de Iniciação à Docência - Pibid História, com foco no processo de interlocução e produção coletiva desses conhecimentos envolvendo professores experientes e estudantes de licenciatura em formação. A problemática de fundo é como se aprende a ensinar História a partir da concepção de professores como intelectuais transformadores, conforme Henry Giroux. Os resultados auxiliam a demonstrar que o grupo de bolsistas de iniciação à docência e supervisores conseguiu realizar a construção coletiva de conhecimentos didáticos, além de explorar as relações entre perfil profissional e escolhas didáticas realizadas ao longo da pesquisa.Universidade Federal de Uberlândia2020-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5275610.14393/ER-v27n1a2020-12Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-301Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-301Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-3011983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52756/28194https://seer.ufu.br/index.php/emrevista/article/view/52756/28572Pacievitch, Caroline Oliveira, Amanda Gabriela Rocha info:eu-repo/semantics/openAccess2020-03-31T10:41:12Zoai:ojs.www.seer.ufu.br:article/52756Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-03-31T10:41:12Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Teacher's as intellectuals and collective production of pedagogical content knowledge
Profesores como intelectuales y la construcción colectiva de conocimientos didácticos
Professores como intelectuais e a construção coletiva de conhecimentos didáticos
title Teacher's as intellectuals and collective production of pedagogical content knowledge
spellingShingle Teacher's as intellectuals and collective production of pedagogical content knowledge
Pacievitch, Caroline
Formação de professores
Pibid
Conhecimentos didáticos
Intelectuais transformadores
Teacher's education
Pibid
Pedagogical content knowledge
Transformative intellectuals
Formación de profesorado
Pibid
Conocimientos didácticos
Intelectuales transformadores
title_short Teacher's as intellectuals and collective production of pedagogical content knowledge
title_full Teacher's as intellectuals and collective production of pedagogical content knowledge
title_fullStr Teacher's as intellectuals and collective production of pedagogical content knowledge
title_full_unstemmed Teacher's as intellectuals and collective production of pedagogical content knowledge
title_sort Teacher's as intellectuals and collective production of pedagogical content knowledge
author Pacievitch, Caroline
author_facet Pacievitch, Caroline
Oliveira, Amanda Gabriela Rocha
author_role author
author2 Oliveira, Amanda Gabriela Rocha
author2_role author
dc.contributor.author.fl_str_mv Pacievitch, Caroline
Oliveira, Amanda Gabriela Rocha
dc.subject.por.fl_str_mv Formação de professores
Pibid
Conhecimentos didáticos
Intelectuais transformadores
Teacher's education
Pibid
Pedagogical content knowledge
Transformative intellectuals
Formación de profesorado
Pibid
Conocimientos didácticos
Intelectuales transformadores
topic Formação de professores
Pibid
Conhecimentos didáticos
Intelectuais transformadores
Teacher's education
Pibid
Pedagogical content knowledge
Transformative intellectuals
Formación de profesorado
Pibid
Conocimientos didácticos
Intelectuales transformadores
description The object of this study is history teachers’ education departing from the collective production of educational knowledge in the Institutional Program of Teaching Initiation Scholarships - History (Pibid-História), in which the focus of the survey is the process of interlocution and collective production of these knowledge involving experienced teachers and undergraduate history students in training. The background problematic is how to learn history from the concept of teachers as transformative intellectuals, by Henry Giroux. The results allow to demonstrate that the group of teaching initiation scholars and supervisors teachers were able to make the collective construction of educational knowledge, and explore the relationship between professional profile and educational choices made during the survey period.
publishDate 2020
dc.date.none.fl_str_mv 2020-02-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/52756
10.14393/ER-v27n1a2020-12
url https://seer.ufu.br/index.php/emrevista/article/view/52756
identifier_str_mv 10.14393/ER-v27n1a2020-12
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/52756/28194
https://seer.ufu.br/index.php/emrevista/article/view/52756/28572
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-301
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-301
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 279-301
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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