Ensino, Educação Básica e Formação de Professores

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

Navegar

Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Aspectos formativos"

Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    Aspectos formativos de um subprojeto do PIBID-UFES: um olhar na formação inicial de professores de Química
    (Universidade Federal do Espírito Santo, 2020-11-06) Machado, Hedylady Santiago; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0003-1953-1779; http://lattes.cnpq.br/1710819631090673 ; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; Moura, Paulo Rogerio Garcez de; https://orcid.org/0000-0002-6893-3873; http://lattes.cnpq.br/9815585530252572
    This work has as its theme an initial formation of Chemistry teachers in the scope of a subproject of the PIBID of UFES, Campus Alegre. The objective aimed to analyze how the formative experiences of four Chemistry graduates, scholarship holders of the DI, participating in this subproject between the years 2013 to 2018, a period in which autobiographical productions were adopted as a training activity for participating students. For this, Narrative Interviews were conducted with two graduated men and two graduated women, based on the theoretical and methodological contribution of Jovchelovich and Bauer (2002). The dialogue with some theoretical references such as Cunha (1997), Pineau (2006), Josso (2007), Souza (2006; 2007) and Delory-Momberger (2014), contributed to the understanding of the Biographical Approach and “Life Stories” in research-formation of teachers. The dialogue with the authors Pimenta (1999); André (2012); Nóvoa (2017), Schnetzler (2000), Rosa and Schnetzler (2003), Silva and Schnetzler (2005), contributed to the construction of the theoretical framework on teacher training [in Chemistry]. Content analysis based on the assumptions of Bardin (2006) contributed as a methodological framework for the research. Thus, from the reading and analysis of the EN's, it was possible to build fifteen thematic axes and their respective subaxes, which synthesize part of the subproject's formative process, materialized from the reflection on the aspects of the training experiences that the scholarship holders of ID proved to be more important in their teacher training in the subproject. The experiences of reading and discussing scientific texts were fundamental to enable moments of discussion about the teaching profession in Chemistry, showing that the subproject worked on teacher training for the construction of knowledge about teaching as a profession, and the materialization of the licensee's training from the theory-practice relationship. However, the analysis of the reflections axis on the teaching profession showed conceptions of teaching related to vocation, and also to a profession that needs professional training to be exercised, understanding the need to develop a more specific job in the training of graduates, aiming at the deconstruction of concepts that interfere in the institutionalization of teaching as a profession. The paths adopted in the subproject contribute to the initial training of Chemistry teachers, from the formative experiences in the context of the GT 10 meetings at the University and in the context of the Basic Education Schools, being guided by constant discussion and reflection in the weekly meetings of the subproject.