Condicionantes sobre a prática educativa: estudo comparativo da aplicação de sequências didáticas por professores de química em formação inicial e fundamentadas no modelo topológico de ensino

• Autor(a) principal: Pedroso, João Victor Callera
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/213663
• topic: Constraints; Teaching work; Didactic sequence; Topological model of teaching; Teacher Education; Condicionantes; Trabalho docente; Sequência didática; Modelo topológico de ensino; PIBID; Formação de professores

Currently, speeches that reduce schoolwork to teaching work, in addition to considering the action of teacher individualized and reduced only in the classroom, are often propagated by school management sectors and in sections of the population. These are some of the concepts that have intensified educational policies called large-scale assessments, especially those of the second and third generation, being mechanisms that further accentuate this individual accountability. In this way, this work aims to identify, compare and elucidate how the conditioning factors acted on the model of and continuity property during the Didactic Sequences applications, built and based on the Topological Teaching Model, by chemistry teachers in initial training at two State schools in São Paulo, which model of two totally model of school realities. In order to achieve these objectives, data were collected from two mappings made about two case studies that occurred within the scope of PIBID on the model of applying in SD, segmenting it into episodes and timing the time of activities. With these data available, a “comparative case study” was carried out, which identified two factors that interfered with the continuity of educational action in each school: i) institutional context and ii) target audience – resulting in an abandonment of MTE properties in one school and a good development for another. This work helps both to raise awareness about the plot that surrounds the teaching and learning process and to improve the search for formative actions aimed at raising the political, social and ethical awareness of teachers about their work.