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Este trabalho de investigação objetiva principal refletir sobre a importância da formação pedagógico-didática para o exercício da docência em Ciência, e para o êxito no processo de ensino e aprendizagem em uma Escola Técnico-Profissional do Brasil. As questões de investigação foram estas: 1- Qual a formação, científica e pedagógica dos docentes que lecionam Ciências em uma Escola Técnico-Profissionalizante de Pelotas (RS), Brasil? 2- Quais são os principais constrangimentos/obstáculos/desafios que os docentes que lecionam Ciências, sem formação pedagógico-didática, em uma Escola Técnico-Profissionalizante de Pelotas (RS), Brasil, sentem no exercício da profissão? 3- Que linhas/temas pedagógico-didáticas são importantes considerar num Plano/Ação de Formação Continuada de professores a lecionar Ciências sem formação pedagógico-didática? Inicialmente, analisou-se a formação de cada docente de uma Escola Técnico-Profissionalizante de Pelotas (RS), Brasil, considerando as especificidades da educação para o mercado de trabalho e a pluralidade de formação. Em seguida, com a verificação da formação dos docentes, reuniu-se, em um grupo de pesquisa, todos os professores que lecionam temas de Ciências em seus conteúdos, com o intuito de saber se possuem formação pedagógico-didática e, para além disso, saber se estes profissionais se sentem seguros e preparados para lecionar sem formação pedagógico-didática e quais os obstáculos para lecionar Ciências no ensino técnico-profissionalizante. Complementaram-se estes dados com uma entrevista à coordenadora pedagógica da escola, que tem como função supervisiornar os professores nas suas funções letivas. Pretendemos, com a realização da entrevista, ter outra “visão”, para além da dos professores, sobre os constrangimentos/dificuldades/desafios que enfrentam na sala de aula, nomeadamente aqueles sem formação pedagógico-didática. A partir dos dados que obtivemos com a aplicação dos instrumentos de investigação, complementados com o estudo, a pesquisa e a reflexão que fizemos sobre as necessidades de formação pedagógico-didática para o exercício da docência, propomos uma Ação de Formação, ainda que simples (apenas alguns temas a serem trabalhados em sessões de formação ao longo do ano letivo), de forma a ajudar a superar essas carências. Completamos o interesse da proposta com a planificação de uma das ações de formação que ofereceremos aos docentes, em que combinamos conceitos teóricos e metodologias práticas utilizadas na educação profissional. Os docentes irão reforçar conceitos prévios sobre o tema e ter contato com novos conceitos, realizando experimentos que podem agregar às suas práticas. Os resultados deste estudo se encontram no decorrer deste trabalho.
This work researching had as main objective to reflect about the importance of didactic-pedagogical training for the development of teaching in science and success in the teaching and learning process in a Professional Technical School in Pelotas / Brazil. The research questions were: 1-What is the scientific and pedagogical training of teachers who teach science in a Professional Technical School in Pelotas, Brazil?2- What are the main constraints / obstacles / challenges that teachers who teach science, without pedagogical-didactic training, in a Vocational Technical School of Pelotas-Brazil feel in the exercise of the profession?3- What pedagogical-didactic "lines" is it important to consider in a Continuing Education Plan of teachers teaching science without pedagogical-didactic training? Initially, the training of each teacher of a Vocational Technical School of Pelotas-Brazil was analyzed, considering the specificities of education for the job market and the plurality of training. Then, with the verification of the training of teachers, a meeting was held in a research group of all teachers who teach science subjects in their contents, in order to know if they have pedagogical-didactic training and, in addition, to know if these professionals feel safe and prepared to teach without pedagogical-didactic training and what obstacles to teaching science in vocational technical education. These data were supplemented with an interview with the pedagogical coordinator of the school, whose function is to supervise teachers in their educational functions.We intend, with the interview, to have another "vision", besides the teachers, about the constraints/difficulties /challenges they face in the classroom, namely those without pedagogical-didactic training. Based on the data we obtained with the application of the research instruments, complemented with the study, research and reflection we have done on the needs of pedagogical-didactic training for teaching, we propose a Training Action, even if simple (only a few topics to be worked out in training sessions throughout the school year), in order to help overcome these shortcomings. We complete the interest of the proposal with the planning of one of the training actions that we will offer to teachers and in which we combine theoretical concepts and practical methodologies used in professional education. Teachers will reinforce previous concepts on the subject and have contact with new concepts, conducting experiments that can add to their practices. The results of this study are in the course of this work.
This work researching had as main objective to reflect about the importance of didactic-pedagogical training for the development of teaching in science and success in the teaching and learning process in a Professional Technical School in Pelotas / Brazil. The research questions were: 1-What is the scientific and pedagogical training of teachers who teach science in a Professional Technical School in Pelotas, Brazil?2- What are the main constraints / obstacles / challenges that teachers who teach science, without pedagogical-didactic training, in a Vocational Technical School of Pelotas-Brazil feel in the exercise of the profession?3- What pedagogical-didactic "lines" is it important to consider in a Continuing Education Plan of teachers teaching science without pedagogical-didactic training? Initially, the training of each teacher of a Vocational Technical School of Pelotas-Brazil was analyzed, considering the specificities of education for the job market and the plurality of training. Then, with the verification of the training of teachers, a meeting was held in a research group of all teachers who teach science subjects in their contents, in order to know if they have pedagogical-didactic training and, in addition, to know if these professionals feel safe and prepared to teach without pedagogical-didactic training and what obstacles to teaching science in vocational technical education. These data were supplemented with an interview with the pedagogical coordinator of the school, whose function is to supervise teachers in their educational functions.We intend, with the interview, to have another "vision", besides the teachers, about the constraints/difficulties /challenges they face in the classroom, namely those without pedagogical-didactic training. Based on the data we obtained with the application of the research instruments, complemented with the study, research and reflection we have done on the needs of pedagogical-didactic training for teaching, we propose a Training Action, even if simple (only a few topics to be worked out in training sessions throughout the school year), in order to help overcome these shortcomings. We complete the interest of the proposal with the planning of one of the training actions that we will offer to teachers and in which we combine theoretical concepts and practical methodologies used in professional education. Teachers will reinforce previous concepts on the subject and have contact with new concepts, conducting experiments that can add to their practices. The results of this study are in the course of this work.
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Keywords
Educação em Ciências Ensino técnico-profissionalizante Formação pedagógico-didática Formação continuada de professores