The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years

Detalhes bibliográficos
Autor(a) principal: Pereira, Sandro Augusto do Vale
Data de Publicação: 2021
Outros Autores: Melo, Gilberto Francisco Alves de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/23736
Resumo: Teachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years.
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spelling The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years La importancia de la participación em el estudio de aula em la formación continua de profesores que enseñan medidas em los años inicialesA importância da participação no estudo de aula na formação continuada de professores que ensinam medidas nos anos iniciaisEstudo de aulaMedidasAnos IniciaisSaberes docentesFormação ContinuadaEstudio en el aulaMedidasPrimeros añosEnseñanza del conocimientoEducación continuaClassroom studyMeasuresEarly yearsTeaching knowledgeContinuing educationTeachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years.Los docentes que imparten matemáticas en los primeros años tienen el reto de enseñar contenidos a alumnos que, en la mayoría de los casos, no cuentan con conocimientos previos o dominio suficiente para comprender una determinada materia, por ejemplo, las medidas objeto de estudio. Además, los procesos de formación docente convencionales no han satisfecho esta demanda. Por un lado, porque no satisfacen las necesidades de los docentes, y por otro, porque no hay una participación activa y reflexiva en la construcción / reconstrucción del conocimiento escolar. Este artículo tiene como objetivo defender el potencial y los límites del Estudio de Aula, como posibilidad de formación continua, tomando como referencia, de manera específica, a sus colaboradores, los estudios desarrollados en Portugal y una revisión de la literatura sobre el tema, Estudio de Clase. . Es decir, un proceso de formación continua, en el que los docentes planifican un objeto de estudio para desarrollarlo y presentarlo a los demás, para luego reflexionar sobre el desarrollo de la clase y lo aprendido, para que haya aportes a su formación, profesional. práctica y producción / reformulación de conocimientos. El material de análisis estuvo compuesto, como instrumentos de construcción de datos, el diario de campo con las observaciones de las clases, la producción colectiva (grabaciones y escritos) y la entrevista semiestructurada. Finalmente, a partir de los resultados obtenidos, nos permitió observar la necesidad que existe entre los docentes de mejorar sus conocimientos en el contenido de las medidas de duración y fueron capaces de compartir, a través de la educación continua, las dificultades y comprensión de los contenidos trabajados en el proceso formativo. - medidas de longitud en los primeros años. El Estudio se basó en el estudio de caso utilizando el Estudio de Aula, con la participación de docentes de Infantil.Os professores que ensinam matemática nos anos iniciais têm o desafio de ensinar conteúdos para os alunos que não apresentam, na maioria das vezes, domínio ou conhecimentos prévios suficientes para compreenderem determinado assunto, por exemplo, o objeto de estudo medidas. Além disso, os processos convencionais de formações docentes não têm dado conta dessa demanda. De um lado, porque não atendem às necessidades dos(as) professores(as), e do outro, porque não há participação ativa e reflexiva na construção/reconstrução dos saberes escolares. O presente artigo tem como objetivo defender as potencialidades e limites do Estudo de Aula, como possibilidade de formação continuada, tomando como referência, de modo específico, os seus colaboradores, os estudos desenvolvidos em Portugal e uma revisão da literatura sobre o tema, Estudo de Aula. Ou seja, um processo de formação continuada, o qual os(as) professores(as) planejem um objeto de estudo a ser desenvolvido e apresentem para os demais, e em seguida reflitam sobre o desenvolvimento da aula e sobre o que aprenderam, para que haja contribuições para a sua formação, sua prática profissional e sua produção/ressignificação de saberes. Compuseram o material de análise, como instrumentos de construção dos dados, o diário de campo com as observações de aulas, a produção coletiva (gravações e escritas) e entrevista semiestruturada. Por fim, com base nos resultados obtidos, permitiu-nos observar a necessidade que existe entre os docentes de aprimorar seus conhecimentos no conteúdo de medidas de comprimento e puderam compartilhar, por meio da formação continuada, dificuldades e compreensão do conteúdo trabalhado no processo formativo – medidas de comprimento, nos Anos Iniciais. O Estudo foi baseado no estudo de caso utilizando o Estudo de Aula, com a participação de professoras dos anos Iniciais.Universidade do Oeste de Santa Catarina2021-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2373610.18593/r.v46i.23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; v. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e237362177-60590104-431110.18593/r.v46ireponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/23736/16611https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16612Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPereira, Sandro Augusto do ValeMelo, Gilberto Francisco Alves de2022-08-16T11:55:46Zoai:ojs.periodicos.unoesc.edu.br:article/23736Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T11:55:46Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
La importancia de la participación em el estudio de aula em la formación continua de profesores que enseñan medidas em los años iniciales
A importância da participação no estudo de aula na formação continuada de professores que ensinam medidas nos anos iniciais
title The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
spellingShingle The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
Pereira, Sandro Augusto do Vale
Estudo de aula
Medidas
Anos Iniciais
Saberes docentes
Formação Continuada
Estudio en el aula
Medidas
Primeros años
Enseñanza del conocimiento
Educación continua
Classroom study
Measures
Early years
Teaching knowledge
Continuing education
title_short The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
title_full The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
title_fullStr The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
title_full_unstemmed The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
title_sort The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
author Pereira, Sandro Augusto do Vale
author_facet Pereira, Sandro Augusto do Vale
Melo, Gilberto Francisco Alves de
author_role author
author2 Melo, Gilberto Francisco Alves de
author2_role author
dc.contributor.author.fl_str_mv Pereira, Sandro Augusto do Vale
Melo, Gilberto Francisco Alves de
dc.subject.por.fl_str_mv Estudo de aula
Medidas
Anos Iniciais
Saberes docentes
Formação Continuada
Estudio en el aula
Medidas
Primeros años
Enseñanza del conocimiento
Educación continua
Classroom study
Measures
Early years
Teaching knowledge
Continuing education
topic Estudo de aula
Medidas
Anos Iniciais
Saberes docentes
Formação Continuada
Estudio en el aula
Medidas
Primeros años
Enseñanza del conocimiento
Educación continua
Classroom study
Measures
Early years
Teaching knowledge
Continuing education
description Teachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-08
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://periodicos.unoesc.edu.br/roteiro/article/view/23736
10.18593/r.v46i.23736
url https://periodicos.unoesc.edu.br/roteiro/article/view/23736
identifier_str_mv 10.18593/r.v46i.23736
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16611
https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16612
dc.rights.driver.fl_str_mv Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melo
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melo
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 46 (2021): Roteiro; e23736
Roteiro; Vol. 46 (2021): Roteiro; e23736
Roteiro; Vol. 46 (2021): Roteiro; e23736
Roteiro; v. 46 (2021): Roteiro; e23736
Roteiro; Vol. 46 (2021): Roteiro; e23736
2177-6059
0104-4311
10.18593/r.v46i
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
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instname_str Universidade do Oeste de Santa Catarina (UNOESC)
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reponame_str Roteiro (Joaçaba. Online)
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repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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