TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://hdl.handle.net/11449/195277 |
Resumo: | The aim of this article is to analyze the proposals of projects which were developed in the Pedagogue formation process, following the obligatory nature of the practice as curriculum component (PCC) and the experiences from the non-formal education context. In the first place, the Practice as Curriculum Component was conceptualized and adopted the National Education Guidelines and Bases Act (LDB), Act No. 9.394/1996, as its main legal framework, to subsequently describe the modality of non-formal education, differentiating it from formal education. Three proposals for projects development carried out in the 2nd period of the Pedagogy Course was then submitted, as designed and directed as for the stages of preparation, method and reference support. It was found that the results experienced in nonformal education by carrying out the projects enabled theory-based practices, which points to a formation of teachers committed to the educational reality. |
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Repositório Institucional da UNESP |
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TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATIONTeachers TrainingPractice as Curriculum ComponentNon-Formal EducationThe aim of this article is to analyze the proposals of projects which were developed in the Pedagogue formation process, following the obligatory nature of the practice as curriculum component (PCC) and the experiences from the non-formal education context. In the first place, the Practice as Curriculum Component was conceptualized and adopted the National Education Guidelines and Bases Act (LDB), Act No. 9.394/1996, as its main legal framework, to subsequently describe the modality of non-formal education, differentiating it from formal education. Three proposals for projects development carried out in the 2nd period of the Pedagogy Course was then submitted, as designed and directed as for the stages of preparation, method and reference support. It was found that the results experienced in nonformal education by carrying out the projects enabled theory-based practices, which points to a formation of teachers committed to the educational reality.Univ Fed Bahia UFBA, Lingua & Cultura, Salvador, BA, BrazilUniv Mogi das Cruzes, Curso Pedag, Mogi Das Cruzes, SP, BrazilUniv Fed Rio Grande do Norte, Educ, Natal, RN, BrazilUniv Estadual Paulista, Ciencias Sociais, Sao Paulo, BrazilUniv Estadual Paulista, Ciencias Sociais, Sao Paulo, BrazilFundacao Univ TocantinsUniversidade Federal da Bahia (UFBA)Univ Mogi das CruzesUniv Fed Rio Grande do NorteUniversidade Estadual Paulista (Unesp)Amaral, Tatiana Platzer doCordeiro Bavaresco, Marcia ReginaSilva, Renan Antonio da [UNESP]2020-12-10T17:29:14Z2020-12-10T17:29:14Z2020-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article94-109Humanidades & Inovacao. Palmas-tocantins: Fundacao Univ Tocantins, v. 7, n. 5, p. 94-109, 2020.2358-8322http://hdl.handle.net/11449/195277WOS:000523297000009Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporHumanidades & Inovacaoinfo:eu-repo/semantics/openAccess2021-10-23T07:14:39Zoai:repositorio.unesp.br:11449/195277Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T22:14:18.143883Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
title |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
spellingShingle |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION Amaral, Tatiana Platzer do Teachers Training Practice as Curriculum Component Non-Formal Education |
title_short |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
title_full |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
title_fullStr |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
title_full_unstemmed |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
title_sort |
TEACHERS TRAINING: PROJECTS AND EXPERIENCES IN NON-FORMAL EDUCATION |
author |
Amaral, Tatiana Platzer do |
author_facet |
Amaral, Tatiana Platzer do Cordeiro Bavaresco, Marcia Regina Silva, Renan Antonio da [UNESP] |
author_role |
author |
author2 |
Cordeiro Bavaresco, Marcia Regina Silva, Renan Antonio da [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Federal da Bahia (UFBA) Univ Mogi das Cruzes Univ Fed Rio Grande do Norte Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Amaral, Tatiana Platzer do Cordeiro Bavaresco, Marcia Regina Silva, Renan Antonio da [UNESP] |
dc.subject.por.fl_str_mv |
Teachers Training Practice as Curriculum Component Non-Formal Education |
topic |
Teachers Training Practice as Curriculum Component Non-Formal Education |
description |
The aim of this article is to analyze the proposals of projects which were developed in the Pedagogue formation process, following the obligatory nature of the practice as curriculum component (PCC) and the experiences from the non-formal education context. In the first place, the Practice as Curriculum Component was conceptualized and adopted the National Education Guidelines and Bases Act (LDB), Act No. 9.394/1996, as its main legal framework, to subsequently describe the modality of non-formal education, differentiating it from formal education. Three proposals for projects development carried out in the 2nd period of the Pedagogy Course was then submitted, as designed and directed as for the stages of preparation, method and reference support. It was found that the results experienced in nonformal education by carrying out the projects enabled theory-based practices, which points to a formation of teachers committed to the educational reality. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-10T17:29:14Z 2020-12-10T17:29:14Z 2020-02-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Humanidades & Inovacao. Palmas-tocantins: Fundacao Univ Tocantins, v. 7, n. 5, p. 94-109, 2020. 2358-8322 http://hdl.handle.net/11449/195277 WOS:000523297000009 |
identifier_str_mv |
Humanidades & Inovacao. Palmas-tocantins: Fundacao Univ Tocantins, v. 7, n. 5, p. 94-109, 2020. 2358-8322 WOS:000523297000009 |
url |
http://hdl.handle.net/11449/195277 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Humanidades & Inovacao |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
94-109 |
dc.publisher.none.fl_str_mv |
Fundacao Univ Tocantins |
publisher.none.fl_str_mv |
Fundacao Univ Tocantins |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129407400804352 |