Problematizing one's own reality: analysis of an experience of continuing education
Autor(a) principal: | |
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Data de Publicação: | 2003 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27897 |
Resumo: | Considering that the ability to problematize can be the object of specific education activities, particularly with a view to teachers' professional development, an experience of continuing education for teachers was carried out at university level in the format of an extension course with the duration of one semester (90 hours). From the analysis of four methodologies found in the literature that emphasize the action of problematizing we derived some principles and characteristics that guided our proposal: 1) emphasis on learning the action of problematizing; 2) emphasis on the active subject; 3) to have the notion of problem taken in the sense of philosophical reflection; 4) to have one's own practice as the starting and end point; 5) to aim at the acquisition of learning strategies; 6) to aim at conceptual change; 7) to be optional; 8) to present some immediate gain to the subject (in our case, an official certificate); 9) to be offered outside regular working hours. We proposed a definition of the action of problematizing, in which qualities were attributed to each moment of this action. Seven teachers agreed to participate in the study, five of which carried out all activities requested by the researcher. An instrument based on the conceptual maps was created to evaluate the teachers' actions of problematizing at the beginning and at the end of the course. Those actions were also analyzed according to a set of qualitative criteria developed based on the proposed definition. The results indicated a qualitative change in the action of problematizing, which can be attributed to the learning experience proposed. |
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Problematizing one's own reality: analysis of an experience of continuing education Problematizar a própria realidade: análise de uma experiência de formação contínua ProblematizaçãoFormação contínuaDesenvolvimento profissional docenteProblematizingContinuing educationTeachers' professional development Considering that the ability to problematize can be the object of specific education activities, particularly with a view to teachers' professional development, an experience of continuing education for teachers was carried out at university level in the format of an extension course with the duration of one semester (90 hours). From the analysis of four methodologies found in the literature that emphasize the action of problematizing we derived some principles and characteristics that guided our proposal: 1) emphasis on learning the action of problematizing; 2) emphasis on the active subject; 3) to have the notion of problem taken in the sense of philosophical reflection; 4) to have one's own practice as the starting and end point; 5) to aim at the acquisition of learning strategies; 6) to aim at conceptual change; 7) to be optional; 8) to present some immediate gain to the subject (in our case, an official certificate); 9) to be offered outside regular working hours. We proposed a definition of the action of problematizing, in which qualities were attributed to each moment of this action. Seven teachers agreed to participate in the study, five of which carried out all activities requested by the researcher. An instrument based on the conceptual maps was created to evaluate the teachers' actions of problematizing at the beginning and at the end of the course. Those actions were also analyzed according to a set of qualitative criteria developed based on the proposed definition. The results indicated a qualitative change in the action of problematizing, which can be attributed to the learning experience proposed. Considerando que a habilidade de problematizar pode ser alvo de ação educativa específica, particularmente visando ao desenvolvimento profissional docente, foi proposta uma experiência de formação contínua para professores, no nível universitário e no formato de curso de extensão, com duração de um semestre (90 horas). Da análise de quatro metodologias que enfatizam a ação de problematizar, presentes na literatura, derivamos alguns princípios e características que nortearam nossa proposta: 1) ênfase na aprendizagem da ação de problematizar; 2) ênfase no sujeito ativo; 3) ter a noção de problema tomada no sentido da reflexão filosófica; 4) ter a própria prática como ponto de partida e de chegada; 5) visar a aquisição de estratégias de aprendizagem; 6) visar a mudança conceitual; 7) ser opcional; 8) proporcionar algum ganho imediato para o sujeito (no caso, um certificado com validade oficial); 9) ser oferecido fora do horário de trabalho. Propusemos uma definição para a ação de problematizar, em que qualidades foram atribuídas a cada momento dessa ação. Sete professores concordaram em ser sujeitos da pesquisa, dos quais cinco atenderam a todas as solicitações da pesquisadora. Um instrumento, baseado nos mapas conceituais, foi elaborado para avaliar a ação de problematizar dos professores, no início e ao término do curso. Também foi elaborado um conjunto de critérios qualitativos para a análise da referida ação, baseados na definição que propusemos. Os resultados indicaram que houve mudança qualitativa na ação de problematizar, que pode ser atribuída à experiência de formação proposta. Universidade de São Paulo. Faculdade de Educação2003-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2789710.1590/S1517-97022003000100004Educação e Pesquisa; v. 29 n. 1 (2003); 45-54Educação e Pesquisa; Vol. 29 No. 1 (2003); 45-54Educação e Pesquisa; Vol. 29 Núm. 1 (2003); 45-541678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/27897/29669Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessZanotto, Maria Angélica do CarmoDe Rose, Tânia Maria Santana2014-10-24T15:40:39Zoai:revistas.usp.br:article/27897Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:40:39Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Problematizing one's own reality: analysis of an experience of continuing education Problematizar a própria realidade: análise de uma experiência de formação contínua |
title |
Problematizing one's own reality: analysis of an experience of continuing education |
spellingShingle |
Problematizing one's own reality: analysis of an experience of continuing education Zanotto, Maria Angélica do Carmo Problematização Formação contínua Desenvolvimento profissional docente Problematizing Continuing education Teachers' professional development |
title_short |
Problematizing one's own reality: analysis of an experience of continuing education |
title_full |
Problematizing one's own reality: analysis of an experience of continuing education |
title_fullStr |
Problematizing one's own reality: analysis of an experience of continuing education |
title_full_unstemmed |
Problematizing one's own reality: analysis of an experience of continuing education |
title_sort |
Problematizing one's own reality: analysis of an experience of continuing education |
author |
Zanotto, Maria Angélica do Carmo |
author_facet |
Zanotto, Maria Angélica do Carmo De Rose, Tânia Maria Santana |
author_role |
author |
author2 |
De Rose, Tânia Maria Santana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Zanotto, Maria Angélica do Carmo De Rose, Tânia Maria Santana |
dc.subject.por.fl_str_mv |
Problematização Formação contínua Desenvolvimento profissional docente Problematizing Continuing education Teachers' professional development |
topic |
Problematização Formação contínua Desenvolvimento profissional docente Problematizing Continuing education Teachers' professional development |
description |
Considering that the ability to problematize can be the object of specific education activities, particularly with a view to teachers' professional development, an experience of continuing education for teachers was carried out at university level in the format of an extension course with the duration of one semester (90 hours). From the analysis of four methodologies found in the literature that emphasize the action of problematizing we derived some principles and characteristics that guided our proposal: 1) emphasis on learning the action of problematizing; 2) emphasis on the active subject; 3) to have the notion of problem taken in the sense of philosophical reflection; 4) to have one's own practice as the starting and end point; 5) to aim at the acquisition of learning strategies; 6) to aim at conceptual change; 7) to be optional; 8) to present some immediate gain to the subject (in our case, an official certificate); 9) to be offered outside regular working hours. We proposed a definition of the action of problematizing, in which qualities were attributed to each moment of this action. Seven teachers agreed to participate in the study, five of which carried out all activities requested by the researcher. An instrument based on the conceptual maps was created to evaluate the teachers' actions of problematizing at the beginning and at the end of the course. Those actions were also analyzed according to a set of qualitative criteria developed based on the proposed definition. The results indicated a qualitative change in the action of problematizing, which can be attributed to the learning experience proposed. |
publishDate |
2003 |
dc.date.none.fl_str_mv |
2003-06-01 |
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://www.revistas.usp.br/ep/article/view/27897 10.1590/S1517-97022003000100004 |
url |
https://www.revistas.usp.br/ep/article/view/27897 |
identifier_str_mv |
10.1590/S1517-97022003000100004 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27897/29669 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 29 n. 1 (2003); 45-54 Educação e Pesquisa; Vol. 29 No. 1 (2003); 45-54 Educação e Pesquisa; Vol. 29 Núm. 1 (2003); 45-54 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810606325760 |