Formation of teachers in, child education: elements being a teacher.
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educa (Porto Velho) |
Texto Completo: | https://periodicos.unir.br/index.php/EDUCA/article/view/3725 |
Resumo: | This paper is derived from the Master's thesis "Teaching Practice in Early Childhood Education: theoretical and methodological conceptions in the Municipality of José de Freitas-PI". This piece aims to understand how the theoretical and practical contributions of training helps the in development of the practice of a teacher. This argument stems from the following question: how does the formation of teachers who work in Early Childhood Education in the municipality of José de Freitas-PI occur? The theoretical framework is based on authors who work with teacher training, with emphasis on the works of Imbernón (2002, 2006, 2010), Day (2001) and Perrenoud (2001). For the processes of data collection and analysis we opted for a narrative method of research, making use of the Memorial document and of Conversations Circles. The results showed that the teachers have knowledge about their theoretical and methodological conceptions of teaching practice in Early Childhood Education and that these conceptions are transformed through the critical thinking established as consequence of the formative spaces that favor elements that involve different knowledge, skills and competences in being a teacher. This study points out that teachers in this stage of education need to mobilize and assert their needs for better performance. |
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Formation of teachers in, child education: elements being a teacher.Formación de profesores en la educación infantil: elementos del ser professorFormação de professores na educação infantil: elementos do ser professorFormation. Child Education. Being a Teacher.Formación. Educación Infantil. Ser professor.Formação. Educação Infantil. Ser professor.370 EducaçãoThis paper is derived from the Master's thesis "Teaching Practice in Early Childhood Education: theoretical and methodological conceptions in the Municipality of José de Freitas-PI". This piece aims to understand how the theoretical and practical contributions of training helps the in development of the practice of a teacher. This argument stems from the following question: how does the formation of teachers who work in Early Childhood Education in the municipality of José de Freitas-PI occur? The theoretical framework is based on authors who work with teacher training, with emphasis on the works of Imbernón (2002, 2006, 2010), Day (2001) and Perrenoud (2001). For the processes of data collection and analysis we opted for a narrative method of research, making use of the Memorial document and of Conversations Circles. The results showed that the teachers have knowledge about their theoretical and methodological conceptions of teaching practice in Early Childhood Education and that these conceptions are transformed through the critical thinking established as consequence of the formative spaces that favor elements that involve different knowledge, skills and competences in being a teacher. This study points out that teachers in this stage of education need to mobilize and assert their needs for better performance.Este artigo é um recorte da dissertação de mestrado em Educação intitulada “Prática Docente na Educação Infantil: concepções teóricas e metodológicas no Município de José de Freitas-PI”. A pesquisa tem o objetivo de compreender como as contribuições teórico-práticas da formação de professores auxilia o desenvolvimento do ser professor, partindo do seguinte questionamento: como ocorre a formação de professores que atuam na Educação Infantil no município de José de Freitas-PI? O referencial teórico está embasado nas concepções de autores que trabalham com a formação de professores merecendo destaque Imbernón (2002, 2006, 2010), Day (2001) e Perrenoud (2001). Para a construção e análises dos dados optamos pela pesquisa narrativa, fazendo uso do memorial de formação e das rodas de conversas. Os resultados evidenciaram que as professoras têm conhecimentos sobre as concepções teóricas e metodológicas da prática docente na Educação Infantil e que estas concepções são modificadas por meio das reflexões críticas possibilitadas nos espaços formativos favorecendo elementos do ser professor, que envolvem diferentes saberes, habilidades e competências, principalmente em relação ao ensinar e aprender. Percebemos que os professores daquela etapa de ensino precisam se mobilizar e reivindicar as suas necessidades para um melhor desempenho, até porque as vozes silenciadas não ecoam mudanças.Este artículo es un fragmento de la tesis de la maestria en educación titulada práctica docente en la educación infantil: concepciones teóricas y metodológicas en el municipio de José de Freitas en el estado de Piauí. Tiene como objetivo comprender cómo las contribuciones teórico- prácticas de la formación de profesores ayuda al desarrollo del ser professor artiendo de este cuestionamiento, como se desarrolla la formación de profesores que ejercen en el municipio de José de Freitas? El referente teórico se basa en los conceptos de autores que trabajan en la formación de professores entre ellos Inbernon (2002, 2006, 2010), Day (2001) y Perrenoud (2001). Para la construcción y análisis de los datos optamos por la pesquisa narrativa, haciendo uso del memorial de formación y de mesas redondas, los resultados mostraron que los docentes poseen conocimientos sobre los conceptos teóricos y metodológicos de la práctica docente en la educación infantil y que estos conceptos son modificados por medio de las reflexiones críticas realizadas en los espacios formativos favoreciendo elementos del ser profesor, que envuelve diferentes saberes, habilidades y competências, principalmente a la labor docente. Se puede concluir que los profesores de esta etapa de enseñó necesitan mejorar y clarificar sus necesidades para un mejor desempeño. Tan solo porque “ el silencio no contribuye a mudanzas“Editora da Universidade Federal de Rondônia (EDUFRO)2018-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por ParesPesquisa Participanteapplication/pdfhttps://periodicos.unir.br/index.php/EDUCA/article/view/372510.26568/2359-2087.2018.3725EDUCA - Revista Multidisciplinar em Educação; v. 5 n. 12 (2018); 82-982359-20872359-208710.26568/educa.v5i12reponame:Educa (Porto Velho)instname:Universidade Federal de Rondônia (UNIR)instacron:UNIRporhttps://periodicos.unir.br/index.php/EDUCA/article/view/3725/2583Copyright (c) 2018 EDUCA - Revista Multidisciplinar em Educaçãoinfo:eu-repo/semantics/openAccessGomes, Tiago PereiraGuedes, Neide Cavalcante2018-12-28T02:32:53Zoai:periodicos.unir.br:article/3725Revistahttps://periodicos.unir.br/index.php/EDUCAPUBhttps://periodicos.unir.br/index.php/EDUCA/oairevistaeduca@unir.br || dti@unir.br2359-20872359-2087opendoar:2018-12-28T02:32:53Educa (Porto Velho) - Universidade Federal de Rondônia (UNIR)false |
dc.title.none.fl_str_mv |
Formation of teachers in, child education: elements being a teacher. Formación de profesores en la educación infantil: elementos del ser professor Formação de professores na educação infantil: elementos do ser professor |
title |
Formation of teachers in, child education: elements being a teacher. |
spellingShingle |
Formation of teachers in, child education: elements being a teacher. Gomes, Tiago Pereira Formation. Child Education. Being a Teacher. Formación. Educación Infantil. Ser professor. Formação. Educação Infantil. Ser professor. 370 Educação |
title_short |
Formation of teachers in, child education: elements being a teacher. |
title_full |
Formation of teachers in, child education: elements being a teacher. |
title_fullStr |
Formation of teachers in, child education: elements being a teacher. |
title_full_unstemmed |
Formation of teachers in, child education: elements being a teacher. |
title_sort |
Formation of teachers in, child education: elements being a teacher. |
author |
Gomes, Tiago Pereira |
author_facet |
Gomes, Tiago Pereira Guedes, Neide Cavalcante |
author_role |
author |
author2 |
Guedes, Neide Cavalcante |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gomes, Tiago Pereira Guedes, Neide Cavalcante |
dc.subject.por.fl_str_mv |
Formation. Child Education. Being a Teacher. Formación. Educación Infantil. Ser professor. Formação. Educação Infantil. Ser professor. 370 Educação |
topic |
Formation. Child Education. Being a Teacher. Formación. Educación Infantil. Ser professor. Formação. Educação Infantil. Ser professor. 370 Educação |
description |
This paper is derived from the Master's thesis "Teaching Practice in Early Childhood Education: theoretical and methodological conceptions in the Municipality of José de Freitas-PI". This piece aims to understand how the theoretical and practical contributions of training helps the in development of the practice of a teacher. This argument stems from the following question: how does the formation of teachers who work in Early Childhood Education in the municipality of José de Freitas-PI occur? The theoretical framework is based on authors who work with teacher training, with emphasis on the works of Imbernón (2002, 2006, 2010), Day (2001) and Perrenoud (2001). For the processes of data collection and analysis we opted for a narrative method of research, making use of the Memorial document and of Conversations Circles. The results showed that the teachers have knowledge about their theoretical and methodological conceptions of teaching practice in Early Childhood Education and that these conceptions are transformed through the critical thinking established as consequence of the formative spaces that favor elements that involve different knowledge, skills and competences in being a teacher. This study points out that teachers in this stage of education need to mobilize and assert their needs for better performance. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado por Pares Pesquisa Participante |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unir.br/index.php/EDUCA/article/view/3725 10.26568/2359-2087.2018.3725 |
url |
https://periodicos.unir.br/index.php/EDUCA/article/view/3725 |
identifier_str_mv |
10.26568/2359-2087.2018.3725 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unir.br/index.php/EDUCA/article/view/3725/2583 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 EDUCA - Revista Multidisciplinar em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 EDUCA - Revista Multidisciplinar em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da Universidade Federal de Rondônia (EDUFRO) |
publisher.none.fl_str_mv |
Editora da Universidade Federal de Rondônia (EDUFRO) |
dc.source.none.fl_str_mv |
EDUCA - Revista Multidisciplinar em Educação; v. 5 n. 12 (2018); 82-98 2359-2087 2359-2087 10.26568/educa.v5i12 reponame:Educa (Porto Velho) instname:Universidade Federal de Rondônia (UNIR) instacron:UNIR |
instname_str |
Universidade Federal de Rondônia (UNIR) |
instacron_str |
UNIR |
institution |
UNIR |
reponame_str |
Educa (Porto Velho) |
collection |
Educa (Porto Velho) |
repository.name.fl_str_mv |
Educa (Porto Velho) - Universidade Federal de Rondônia (UNIR) |
repository.mail.fl_str_mv |
revistaeduca@unir.br || dti@unir.br |
_version_ |
1797174542699855872 |