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Indícios do sistema coeducativo na formação de professores pelas escolas normais durante o regime republicano em São Paulo (1890/1930); Evidences of the co-educational system in the training of teachers by the normal schools during the republican regime in São Paulo (1890/1930)

ALMEIDA, Jane Soares de
Fonte: Setor de Educação da Universidade Federal do Paraná Publicador: Setor de Educação da Universidade Federal do Paraná
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
65.75%
O artigo analisa a formação de professores pelas escolas normais em São Paulo no período de 1890 até 1931, época pautada pela adoção no Sistema Escolar do ideário do Iluminismo republicano. De acordo com o espírito de federação que tomou conta do País e as ideias iluministas, alinhadas com o Positivismo e com as concepções liberais, a escola pública devia se aperfeiçoar e expandir. As escolas normais foram as instituições ideais para essa formação e, ao mesmo tempo, indicava-se que as mulheres possuíam todas as qualificações para se encarregarem do ensino de crianças. As tentativas de implantar o sistema coeducativo, visando educação igual para os dois sexos, proposta que sofreu restrições das famílias, dos educadores e da Igreja Católica ocasionaram algumas discussões que acabaram por cair no vazio em vista das questões educacionais mais prementes.; The article analyses the training of teachers by normal schools in Sao Paulo from 1890 to 1931, period guided by the adoption in the school system of ideas of the Republican Enlightenment. According to the spirit of federation that took over the country and the Enlightenment ideas, aligned with the positivism and the liberal conceptions, the public school should be improving and expanding. The normal schools were the ideal institutions for such training and at the same time...

Elaboração e análise de uma metodologia de ensino voltada para as questões sócio-ambientais na formação de professores de química; Preparation and analysis of a teaching methodology focused on the socioenvironmental issues in chemistry teachers training.

Melo, Marlene Rios
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/02/2010 PT
Relevância na Pesquisa
65.85%
A importância das questões sócio-ambientais vem crescendo rapidamente, sobretudo na elaboração de currículos de ciências, com conseqüências para a formação de professores. No entanto, atuar nessa perspectiva vai além da disponibilidade de materiais didáticos comprometidos com essa proposta, faz-se necessário formar professores capazes de utilizálos, dotados de visão multidisciplinar do corpo teórico específico de sua área de atuação e com condições de adotarem um modelo de ensino diferente do vivenciado por eles durante toda a sua vida escolar. As metas de uma formação comprometida com as questões sócioambientais envolvem não somente a apropriação do conhecimento científico tanto teórico quanto experimental, mas também o reconhecimento dos impactos ambientais envolvidos no ciclo de vida de produtos de consumo duráveis e não duráveis, e até mesmo o planejamento do ensino experimental contemplando formas de minimização dos impactos ambientais. Nossa pesquisa procurou tornar viável a avaliação da formação de professores de Química na perspectiva de um comprometimento com as questões sócio-ambientais. Para tanto acompanhamos a elaboração e aplicação de uma metodologia de ensino apoiada nos princípios da Química Verde e voltada para tais questões pela docente...

Formação superior de professores indígenas de Matemática em Mato Grosso do Sul: acesso, permanência e desistência; Training of indigenous teachers in mathematics in Mato Grosso do Sul: access, permanence and abandonment.

Leme, Helena Alessandra Scavazza
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/03/2010 PT
Relevância na Pesquisa
65.78%
O propósito deste trabalho foi o de investigar a formação superior de professores indígenas em matemática no estado de Mato Grosso do Sul. Especificamente três aspectos dentro dessa formação: por que os estudantes indígenas escolhem o curso de licenciatura em matemática, quais são suas maiores dificuldades na 1ª série do curso e por que acabam desistindo dele. Utilizei a abordagem qualitativa de pesquisa, com a aplicação de questionários aos graduandos indígenas de diferentes instituições de ensino superior do estado; formei um grupo de estudos com graduandos da 1ª série do Curso de Licenciatura em Matemática da Universidade Estadual de Mato Grosso do Sul UEMS/Dourados e realizei entrevistas com alguns alunos desistentes desse curso. Essa Instituição oferece em seus vestibulares a possibilidade de acesso aos indígenas pelo regime de reserva de vagas cotas - nos vestibulares, mas não tem conseguido assegurar a conclusão desses cotistas no curso de matemática. Constatei, pelos questionários, que os estudantes indígenas escolhem a licenciatura em matemática porque é um curso que oferece possibilidade de trabalho nas escolas das aldeias e pela preocupação em, depois de formado, poder ensinar uma matemática mais contextualizada...

Expressive arts in training of teachers to inclusive education

Santos, Graça Duarte; Carvalho, Alexandra
Fonte: Research Center on Education (CIEd)/Institute of Education University of Minho Publicador: Research Center on Education (CIEd)/Institute of Education University of Minho
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.73%
Considering the importance given to creativity and to cooperative and active learning as facilitator methods of an Inclusive Education, on this paper we present a study that identifies the place given to active and expressive techniques in the initial training of educators/teachers. The Higher Education Institutions that provide training components within the inclusive education, active and expressive techniques were identified, characterizing those same components by analyzing the curricula of all courses of Initial Teacher Education in Portugal which qualify for teachers from pre-school education to the 2nd cycle of basic education. Data analysis will allow us to further reflect on the contribution of these areas to build positive models of Inclusive Education.

Formação de professores de ciências e educação inclusiva em uma instituição de ensino superior em Jataí-Go; Training of teachers and inclusive education a higher education institution

Ribeiro, Eveline Borges Vilela
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Instituto de Matemática e Estatística - IME (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Instituto de Matemática e Estatística - IME (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
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The scientific community is consensual about the importance of an appropriate training for teachers and also adheres to the idea that is needed a greater appreciation of teachers. Considering these aspects, it is imperative to discuss the political, epistemological and pedagogical aspects of this training, in order to enable a critical understanding about this subject. Moreover, from the perspective of diversity, we held a discussion on the training of science teachers for Inclusion and the difference as a characteristic of the human species and that this, by itself, has already advocated in favor of school inclusion. Investigated as a Higher Education Institution in Jataí, Goiás (IES/Jataí) has been preparing to respond to the prospect of inclusive education in relation to its training courses for science professors (Biology, Physics, Math and Chemistry) and to receive students with disabilities. For this, we conducted a case study in undergraduate couses in Biology, Physics, Math and Chemistry through the use of questionnaires, interviews and analysis of these Pedagogical Projects Courses (PPC). The data were analyzed based on content analysis and qualitative analysis. Our results show that although most teachers have proved receptive to the proposals of Inclusive Education (IE)...

'Pressure cooker’ training for teachers 1948-1962: women’s perspectives fifty years on.

Jewry, Jadwiga Zychal
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2009
Relevância na Pesquisa
55.94%
This study gives voice to the women who embarked on careers as emergency or ‘pressure cooker’ teachers within the South Australian Education Department between 1948 and 1962 and allows them to describe their experiences. In 1948 the Education Minister introduced the emergency teacher training scheme, an ad hoc arrangement that varied over the years according to the needs of the Department to overcome a severe post-war teacher shortage in State schools. Short courses of teacher training were offered to mature age people, most of whom were married women with children. These ended officially in 1962, much to the relief of the S.A. Institute of Teachers, which criticised the courses as providing manifestly inadequate teacher preparation that could result in harm for the students, schools and the professionalism of teachers. The study investigated the emergency system from an historical and humanistic sociological perspective, using three sets of juxtaposed data to explain the views of the various stakeholders. As one line of enquiry, historical documentation from the Minister of Education, the Education Department, the Education Inquiry Committee as well as the S.A. Institute of Teachers and the print media, were used to establish the views of the proponents and opponents of the emergency teacher training scheme. The other method utilised an oral history or memoir approach to the lives of women teachers who had been largely ignored by historians in the past. This method was grounded in feminist historiography with a focus on the ‘mother-teacher’ role of nurturing young children. Of the sixty respondents interviewed for the study...

School-teachers awareness of developmental co-ordination delay (DCD) in children

O'Riordan, Denise
Fonte: Department of Physiotherapy, University of Limerick Publicador: Department of Physiotherapy, University of Limerick
Tipo: Bachelor thesis; all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
65.7%
non-peer-reviewed; Background: Developmental Co-ordination Delay (DCD) is estimated to affect 5-6% of school children (1). School-teachers play an integral role in noting delayed signs of motor development in children (2). Limited research has been carried out investigating the awareness that Irish school-teachers demonstrate of DCD. Objectives: To determine the awareness that Irish primary school-teachers have of DCD, in children. Methods: Qualitative methodology involving three focus groups was conducted in a semi-structured interview style. Eight eligible primary school teachers (female) participated in the study. Each teacher was qualified within the last 5 years and had at least 1 year of experience teaching senior infants or first class children. Data was audio-taped, transcribed verbatim and analysed using thematic analysis. Results: Overall, Irish school-teachers display low awareness of DCD. Three main themes influencing this awareness emerged: 'Barriers/Facilitators to understanding'; 'Experience', and 'Perceptions of their own roles/responsibilities' in the identification of DCD. Familiarity with the term DCD, lack of college training and enthusiasm to learn all contribute to the teachers' understanding of DCD. The number of years a teacher is qualified and the incidence of a child with DCD in the classroom links to their experience. Lack of resources...

Show me, help me, let me : supporting teachers' changing conceptions of reading assessment and reading instruction

Grierson, Arlene L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.68%
This qualitative inquiry used case study methodology to explore the change processes of 3 primary-grade teachers throughout their participation in 7 -month professional learning initiative focused on reading assessment and instruction. Participants took part in semimonthly inquiry-based professional learning community sessions, as well as concurrent individualized classroom-based literacy coaching. Each participant's experiences were first analyzed as a single case study, followed by cross-case analyses. While their patterns of professional growth differed, findings documented how all participants altered their understandings of the roles and relevancy of individual components of reading instruction (e.g., comprehension, decoding) and instructional approaches to scaffold students' growth (e.g., levelled text, strategy instruction), and experienced some form of conceptual change. Factors identified as affecting their change processes included; motivation, professional knowledge, professional beliefs (self-efficacy and theoretical orientation), resources (e.g., time, support), differentiated professional learning with associated goal-setting, and uncontrollable influences, with the affect of each factor compounded by interaction with the others. Comparison of participants' experiences to the Cognitive-Affective Model of Conceptual Change (CAMCC) and the Interconnected Model of Teacher Professional Growth (IMTPG) demonstrated the applicability of using both conceptual models...

What's the difference under the gown? : new professors' development as university teachers

Simmons, Nicola.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.67%
This study explores how new university teachers develop a teaching identity. Despite the significance ofteaching, which usually comprises 40% of a Canadian academic's workload, few new professors have any formal preparation for that aspect of their role. Discipline-specific education for postsecondary professors is a well-defined path; graduates applying for faculty positions will have the terminal degree to attest to their knowledge and skill conducting research in the discipline. While teaching is usually given the same workload balance as research, it is not clear how professors create themselves as teaching professionals. Drawing on Kelly's (1955) personal construct theory and Kegan's (1982, 1994) model ofdevelopmental constructivism through differentiation and integration, this study used a phenomenographic framework~(Marton, 1986, 1994; Trigwell & Prosser, 1996) to investigate the question of how new faculty members construe their identity as university teachers. Further, my own role development as researcher was used as an additional lens through which to view the study results. The study focused particularly on the challenges and supports to teaching role development and outlines recommendations the participants made for supporting other newcomers. In addition...

An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession

Gallagher, Tiffany L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.68%
This research responds to a pervasive call for our educational institutions to provide students with literacy skills, and teachers with the instructional supports necessary to facilitate this skill acquisition. Questions were posed to gain information concerning the efficacy ofteaching literacy strategies to students with learning difficulties, the impact of this training on their volunteer tutors, and the influence of this experience on these tutors' ensuing instructional practice as teacher candidates in a preservice education program. Study #1 compared a nontreatment group of students with literacy difficulties who participated in the program and found that program participants were superior at reading letter patterns and at comprehending the elements of story grammar. Concurrently, the second study explored the experiences of 19 volunteer tutors and uncovered that they acquired instructional skills as they established a knowledge base in teaching reading and writing, and they affirmed personal goals to become future teachers. Study #3 tracked 6 volunteer tutors into their pre-service year and identified their constructions, and beliefs about literacy instruction. These teacher candidates discussed how they had intended to teach reading and writing strategies based on their position that effective teaching ofthese skills in the primary grades is integral to academic success. The teacher candidates emphasized the need to build rapport with students...

Novice teachers' perceptions of the extent to which the Brock University teacher education program focused on methods of promoting responsibility in students

Flockhart, Katie M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.7%
The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality...

Teachers' professional learning within communities of mathematics-for-teaching practice

Fleming, Glynnis
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
65.65%
Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex...

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

Pancucci, Sonya
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.67%
The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs...

Espaços não formais na formação do professor de matemática: uma análise a partir do Núcleo de Ações Educativas da UnU de Goiás/UEG -NEMENF; Non-formal spaces in teacher training of mathematichs: an analysis from the Center for Educational Activities, Campus Goiás/ UEG - NEMENF

Daude, Rodrigo Bastos
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Pró-Reitoria de Pós-graduação (PRPG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Pró-Reitoria de Pós-graduação (PRPG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
65.61%
This dissertation is part of the Master degree in Education in Science and Mathematics from the research program of Universidade Federal de Goiás, and aims to examine the pedagogical potential of using non-formal spaces in teacher training of math, in Goiás city. It understands the realization that the formation of the licensee math should not be tied to a single methodology, and the need to meet the different learning processes. For that teacher training should address these differences and take place in multiple spaces. In this perspective, we seek to answer: How do the activities at the Center for Educational Activities: Mathematics Education in Non-Formal Spaces -NEMENF changes the design of the participants regarding the use of non-formal spaces in teacher training in mathematics? For this we present historical, educational and legal aspects in teacher from the LDB (1996), authors like Gatti (2010), Saviani, Curi (2000), D'Ambrosio (2001, 2003) and Fiorentini (1994 , 1995). At the same time, we present the non-formal spaces methodological pluralist perspective in approaching a mathematical education contextualized in Trilla (1996), Sarramona (1998) and Gohn (2006, 2010). The outline of the research was conducted in the course of degree in Mathematics from the Universidade Estadual de Goiás...

A formação docente em Goiás na perspectiva do egresso do curso de licenciatura plena parcelada em pedagogia (2000-2007); Teachers training in Goiás the perspective of the egresses in a full licentiate split degree course at the education course (2000-2007)

Silva, Rubislei Sabino da
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
65.85%
This research aims to understand the process of formation of the full in installments degrees from the life story of Camila teachers, Lorraine, Carla and Amelia, egresses of the Pedagogy course in the full installments mode degree at the Universidade Estadual de Goiás, Pires do Rio Campus. I have established time frame as the period from 2000 to 2007, since that is when the Pires do Rio Campus offers the Pedagogy course, among others, in installments mode. Working methodologically with the approach of (Auto) biography, through the use of educational biography, which explores the formation experiences developed during the course of the life of each one of the teachers. In addition to the formation narratives, were used written sources, for example, the pedagogical proposal of the Pedagogy course in order to thoughts to this education model from this legal dispositive. Through narratives and written source, I seek to reveal the following issues: How did the training of teacher’s graduates of full installments degree in Pedagogy at the Pires do Rio Campus, from the perspective of these teachers? To answer this problematic, I established as its general objective: To understand the teacher formation process from their life stories; and...

Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo; Teacher's knowledge of students of degree in geography of the Pedagogical University - Maputo

Buque, Suzete Lourenço
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Geografia (IESA); Instituto de Estudos Socioambientais - IESA (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Geografia (IESA); Instituto de Estudos Socioambientais - IESA (RG)
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
55.96%
It is understood that the discipline of Geography has in school, in combination with other curriculum subjects, a role to play in the formation of students. For this reason, it is considered that the institutions of initial training must provide certain basic knowledge for which the future teachers can work with autonomy and make the discipline Geography significant for their students. For this to happen there is a need to adopt new didacticpedagogical practices that leverage the knowledge construction of teaching future teachers. This knowledge becomes necessarily by the capacity that the future teacher needs to have for the linkage between the knowledge of specific subjects and the pedagogical. To reflect about this the study has as theme the initial training of teachers and as object the knowledge teachers of students in the process of initial training in Degree in Geography of Pedagogical University of Mozambique. The overall objective is to understand the process of construction/mobilization of knowledge teachers of students of degree in Geography and the formative practices that potentiate. The specific are: characterize the initial training of the Degree course in Geography of the Pedagogical University of Mozambique...

Racial-ethnic relations and the question of disability in Brazilian children’s literature: an experiment in training of teachers; Relações étnico-raciais e a questão da deficiência na literatura infantil brasileira: uma experiência em formação de professores

Martins, Edna; UNIFESP; de Lourenço, Erica Aparecida Garrutti; UNIFESP
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 01/01/2013 POR
Relevância na Pesquisa
65.73%
Considering the paradigm of the inclusive education, the regular school should organize itself to welcome and offer objective conditions of learning for all students. With an emphasis on how diversity is represented for children through children’s literature, this report presents the experience with the subject “Pedagogical Programmed Practices: Diversity and Literature - representations of blackness and disability for children” in the formation of first year academic students of Pedagogical Course of São Paulo Federal University, Guarulhos Campus. This study focused on the discipline of theoretical frameworks that deal with the diversity and, more specifically, ethnic-racial and disability in children’s literature. The experience points to the importance of initiatives aimed at developing activities focused on understanding the diversity in the formation of critical thinking in training of teachers.; http://dx.doi.org/10.5902/198464444065 Diante do paradigma da educação inclusiva, a escola regular deve se organizar para acolher e oferecer condições objetivas de aprendizagem para todos os alunos. Com ênfase no como a diversidade é representada para crianças por meio da literatura infantil, este relato apresenta a experiência com a disciplina “Práticas pedagógicas programadas: Diversidade e literatura – representações da negritude e da deficiência para a infância” na formação de alunos do primeiro ano do curso de Pedagogia...

The curricular training and the didactics in training of teachers: challenges and possibilities; O estágio curricular e a didática na formação de professores: desafios e possibilidades

Girotto, Cyntia Graziella Guizelim Simões; Faculdade de Filosofia e Ciências - FFC - Unesp/Marília-SP; Castro, Rosane Michelli de; Faculdade de Filosofia e Ciências - FFC - Unesp/Marília-SP
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 01/01/2013 POR
Relevância na Pesquisa
65.9%
In this paper we addressed aspects of the disciplines “Curricular Training” and “Didactics” in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.; http://dx.doi.org/10.5902/198464444094 Neste artigo enfocamos aspectos das disciplinas do curso de Pedagogia “estágio curricular” e “didática” na formação de professores. O objetivo central é ressaltar...

Produções do invisível: considerações sobre o tempo e a formação de professores; Productions of invisible: considerations about time and training of teachers

Dalmaso, Alice; UFSM; Sangoi, Deisi; UFSM
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 01/01/2013 POR
Relevância na Pesquisa
65.8%
http://dx.doi.org/10.5902/198464444493 O presente texto se propõe a abordar, mesmo que brevemente, a temática da invenção no âmbito da formação de professores. Para tanto, faremos um apanhado das contribuições de Virgínia Kastrup a esse respeito, trazendo a questão do tempo – através da problematização de duração, de Henri Bergson – e seu emprego na temática da formação. A partir disso, tentaremos desconstruir um olhar de referência identitária na contemporaneidade para modos de existência que se percebem múltiplos e abertos. Na processualidade que se trata em explicar, nos movimentos inventivos que funcionam com ela, o tempo é considerado como expressão da dimensionalidade do ser individuando-se. Ou seja, durar refere-se a uma imediatidade do ser, do tempo de ser, que é modulável, mutante, sempre em devir, sempre em criação. Na construção de produzir um corpo que abandona uma referência identitária – que diverge com a transformação de si – inevitavelmente reportamo-nos à relação da ideia de tempo como duração com a operação de individuação de Gilbert Simondon. É do intercruzamento destes conceitos, e sua possível ressonância no debate que concerne a políticas formativas, que se pode desenvolver um olhar do invisível a uma formação de professores...

Aprendizagem intercultural na formação de professores de Alemão como Língua Estrangeira no Brasil; Intercultural Learning in the Training of Teachers of German as a Foreign Language in Brazil

Monteiro, Maria
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/12/2012 POR
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A reflection on the goal of intercultural learning does not seem to be present in Brazilian publications, especially in the area of German as a Foreign Language. Although intercultural learning is the subject of many papers, contents and objectives seem still to be determined by courseware of German publishers, and this is reflected in the training of future teachers. The solution would be a consistent and systematic integration, since the beginning of the academic studies, of the specific content related to German as a Foreign Language in the undergraduate programs in German, through a real interdisciplinarity of the areas of Language and Literature and the Humanities.; Uma reflexão básica sobre o objetivo da aprendizagem intercultural parece ainda não estar presente nas publicações brasileiras, principalmente na área de Alemão como Língua Estrangeira. Embora a aprendizagem intercultural seja tema de muitos trabalhos da área, o conteúdo e os objetivos parecem ainda ser fixados pelo material didático mais recente do catálogo das editoras alemãs, e isso se reflete na formação dos futuros professores. A solução seria uma integração consequente e sistemática, desde o início do curso, dos conteúdos específicos relativos ao Alemão como Língua Estrangeira no Curso universitário de alemão...