Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/28425 http://doi.org/10.14393/ufu.te.2019.2514 |
Resumo: | The axis of this research is situated in the context of the formation of science teachers in the field education. It departs from the thesis that there are significant implications of teacher education processes for formative practices, according to the specificities of science teaching in the context of field education. Given this, this thesis seeks to understand the relationship between the conception of teacher training with the practices experienced in the area of Science in the degree course in Field Education (LEdoC) of the Federal University of Piauí (UFPI). Specifically seeks: a) raise and discuss the main difficulties faced by teachers and students in the LEdoC course; b) identify the teaching knowledge that, developed by the teachers, is articulated in the formative experience of the student; c) understand the formative practices in the dynamics of the didactics of the natural sciences; d) identify the predominant formative practices in the course and verify the ones that most contribute to the development of the professional identity of the future teacher. This study had its theoretical foundation in authors such as: Arroyo (2013), Astolfi and Develay (1991), Caldart (2011), Carvalho and Gil-Perez (2006), Charlot (2000), Gauthier (2006), Guimarães (2004), Imbernón (2010), Molina (2011), Pimenta (1999), Nóvoa (1995), Sacristán (2000), Tardif (2010), within others. It followed the methodological path of qualitative approach and the method of content analysis from the perspective of Bardin (2011). the research involved students and teachers from the area of Nature Sciences of the LEdoC/UFPI course of the Senator Helvídio Nunes de Barros Campus (CSHNB) in the city of Picos. The main sources of data were: documents, questionnaires with open and closed questions and semi-structured interviews. As a result it points to the teaching effort in the insertion of practices that meet the formative specificities of the future teachers of the field at the same time that significant changes of the pedagogical practice, the didactic practice, the curricular practice and the formative practice occur, leading the teachers LEdoC / Ciências da Nature to the permanent search for acceptance of their practices in a specific context, even in contrast to traditional formations and practices. These propositions attest to the thesis that there are formative implications of teacher education processes to formative practices, given the specificities of science teaching in the context of rural education. |
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Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da naturezaRural education: interfaces between curricular practices and teacher education in the field of natural sciencesEducação do campoFormação de professoresPráticas formativasPráticas curricularesEnsino de ciências da naturezaRural EducationTeacher trainingFormative practicesCurriculum practicesScience / Natural Sciences TeachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMThe axis of this research is situated in the context of the formation of science teachers in the field education. It departs from the thesis that there are significant implications of teacher education processes for formative practices, according to the specificities of science teaching in the context of field education. Given this, this thesis seeks to understand the relationship between the conception of teacher training with the practices experienced in the area of Science in the degree course in Field Education (LEdoC) of the Federal University of Piauí (UFPI). Specifically seeks: a) raise and discuss the main difficulties faced by teachers and students in the LEdoC course; b) identify the teaching knowledge that, developed by the teachers, is articulated in the formative experience of the student; c) understand the formative practices in the dynamics of the didactics of the natural sciences; d) identify the predominant formative practices in the course and verify the ones that most contribute to the development of the professional identity of the future teacher. This study had its theoretical foundation in authors such as: Arroyo (2013), Astolfi and Develay (1991), Caldart (2011), Carvalho and Gil-Perez (2006), Charlot (2000), Gauthier (2006), Guimarães (2004), Imbernón (2010), Molina (2011), Pimenta (1999), Nóvoa (1995), Sacristán (2000), Tardif (2010), within others. It followed the methodological path of qualitative approach and the method of content analysis from the perspective of Bardin (2011). the research involved students and teachers from the area of Nature Sciences of the LEdoC/UFPI course of the Senator Helvídio Nunes de Barros Campus (CSHNB) in the city of Picos. The main sources of data were: documents, questionnaires with open and closed questions and semi-structured interviews. As a result it points to the teaching effort in the insertion of practices that meet the formative specificities of the future teachers of the field at the same time that significant changes of the pedagogical practice, the didactic practice, the curricular practice and the formative practice occur, leading the teachers LEdoC / Ciências da Nature to the permanent search for acceptance of their practices in a specific context, even in contrast to traditional formations and practices. These propositions attest to the thesis that there are formative implications of teacher education processes to formative practices, given the specificities of science teaching in the context of rural education.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorTese (Doutorado)O foco desta pesquisa está situado no contexto da formação de professores de Ciências na Educação do Campo. Parte-se da tese de que existem implicações significativas dos processos de formação de professores às práticas formativas, conforme as especificidades do ensino de Ciências no contexto da Educação do Campo. Dessa forma, busca-se compreender a relação entre a concepção de formação de professores com as práticas vivenciadas na área das Ciências no curso de Licenciatura em Educação do Campo (LEdoC) da Universidade Federal do Piauí (UFPI). Especificamente buscamos: a) levantar e discutir as principais dificuldades enfrentadas por professores e alunos no curso LEdoC; b) identificar os saberes docentes que, desenvolvidos pelos professores, articulam-se na vivência formativa do licenciando; c) compreender as práticas formativas na dinâmica da didática das Ciências da Natureza; d) identificar as práticas formativas predominantes no curso e verificar as que mais contribuem para o desenvolvimento da identidade profissional do futuro professor. Este estudo teve sua fundamentação teórica em autores como: Arroyo (2013), Astolfi e Develay, (1991), Caldart, (2011), Carvalho e Gil-Perez (2006), Charlot (2000), Gauthier (2006), Guimarães (2004), Imbernón (2010), Molina (2011), Pimenta (1999), Nóvoa (1995), Sacristán (2000), Tardif (2010) dentre outros. O caminho metodológico percorrido nesta pesquisa foi de abordagem qualitativa e o método da análise de conteúdo na perspectiva de Bardin (2011). Envolveu, como sujeitos da pesquisa, alunos e professores da área de Ciências da Natureza do curso LEdoC/UFPI do Campus Senador Helvídio Nunes de Barros (CSHNB) na cidade de Picos. As principais fontes de dados foram: documentos, questionários com questões abertas e fechadas e entrevistas semiestruturadas. Os resultados apontam o esforço docente na inserção de práticas que atendam as especificidades formativas dos futuros professores do campo ao tempo que ocorrem mudanças significativas da prática pedagógica, da prática didática, da prática curricular e da prática formativa, conduzindo os professores LEdoC/Ciências da Natureza à busca permanente de aceitação de suas práticas em contexto específico, mesmo em contraste às formações e práticas tradicionais. Essas proposições atestam a tese de que existem implicações formativas dos processos de formação de professores às práticas formativas diante das especificidades do ensino de Ciências no contexto da educação do campo.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoUstra, Sandro Rogério Vargashttp://buscatextual.cnpq.br/buscatextual/busca.doColombo Júnior, Pedro DonizeteTakahashi, Eduardo KojyArrais, Gardner de AndradeLonguini, Marcos DanielPaz, Fábio Soares da2020-01-21T14:02:09Z2020-01-21T14:02:09Z2019-12-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfPAZ, Fábio Soares da. Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza. 2019. 197 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.te.2019.2514.https://repositorio.ufu.br/handle/123456789/28425http://doi.org/10.14393/ufu.te.2019.2514porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-01-22T06:12:36Zoai:repositorio.ufu.br:123456789/28425Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-01-22T06:12:36Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza Rural education: interfaces between curricular practices and teacher education in the field of natural sciences |
title |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
spellingShingle |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza Paz, Fábio Soares da Educação do campo Formação de professores Práticas formativas Práticas curriculares Ensino de ciências da natureza Rural Education Teacher training Formative practices Curriculum practices Science / Natural Sciences Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
title_full |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
title_fullStr |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
title_full_unstemmed |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
title_sort |
Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza |
author |
Paz, Fábio Soares da |
author_facet |
Paz, Fábio Soares da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ustra, Sandro Rogério Vargas http://buscatextual.cnpq.br/buscatextual/busca.do Colombo Júnior, Pedro Donizete Takahashi, Eduardo Kojy Arrais, Gardner de Andrade Longuini, Marcos Daniel |
dc.contributor.author.fl_str_mv |
Paz, Fábio Soares da |
dc.subject.por.fl_str_mv |
Educação do campo Formação de professores Práticas formativas Práticas curriculares Ensino de ciências da natureza Rural Education Teacher training Formative practices Curriculum practices Science / Natural Sciences Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
topic |
Educação do campo Formação de professores Práticas formativas Práticas curriculares Ensino de ciências da natureza Rural Education Teacher training Formative practices Curriculum practices Science / Natural Sciences Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The axis of this research is situated in the context of the formation of science teachers in the field education. It departs from the thesis that there are significant implications of teacher education processes for formative practices, according to the specificities of science teaching in the context of field education. Given this, this thesis seeks to understand the relationship between the conception of teacher training with the practices experienced in the area of Science in the degree course in Field Education (LEdoC) of the Federal University of Piauí (UFPI). Specifically seeks: a) raise and discuss the main difficulties faced by teachers and students in the LEdoC course; b) identify the teaching knowledge that, developed by the teachers, is articulated in the formative experience of the student; c) understand the formative practices in the dynamics of the didactics of the natural sciences; d) identify the predominant formative practices in the course and verify the ones that most contribute to the development of the professional identity of the future teacher. This study had its theoretical foundation in authors such as: Arroyo (2013), Astolfi and Develay (1991), Caldart (2011), Carvalho and Gil-Perez (2006), Charlot (2000), Gauthier (2006), Guimarães (2004), Imbernón (2010), Molina (2011), Pimenta (1999), Nóvoa (1995), Sacristán (2000), Tardif (2010), within others. It followed the methodological path of qualitative approach and the method of content analysis from the perspective of Bardin (2011). the research involved students and teachers from the area of Nature Sciences of the LEdoC/UFPI course of the Senator Helvídio Nunes de Barros Campus (CSHNB) in the city of Picos. The main sources of data were: documents, questionnaires with open and closed questions and semi-structured interviews. As a result it points to the teaching effort in the insertion of practices that meet the formative specificities of the future teachers of the field at the same time that significant changes of the pedagogical practice, the didactic practice, the curricular practice and the formative practice occur, leading the teachers LEdoC / Ciências da Nature to the permanent search for acceptance of their practices in a specific context, even in contrast to traditional formations and practices. These propositions attest to the thesis that there are formative implications of teacher education processes to formative practices, given the specificities of science teaching in the context of rural education. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-05 2020-01-21T14:02:09Z 2020-01-21T14:02:09Z |
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 |
PAZ, Fábio Soares da. Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza. 2019. 197 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.te.2019.2514. https://repositorio.ufu.br/handle/123456789/28425 http://doi.org/10.14393/ufu.te.2019.2514 |
identifier_str_mv |
PAZ, Fábio Soares da. Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza. 2019. 197 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.te.2019.2514. |
url |
https://repositorio.ufu.br/handle/123456789/28425 http://doi.org/10.14393/ufu.te.2019.2514 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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UFU |
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UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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