Aprender experimentando no contexto de uma formação continuada de professores dos anos iniciais
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2018-06-20
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Dullius, Maria Madalena
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O presente trabalho apresenta uma pesquisa centrada na formação continuada dos professores dos Anos Iniciais do Ensino Fundamental, para repensar o ensino de Matemática, Física e Química no referido nível. O objetivo da pesquisa foi investigar como os professores se envolvem com situações em que são propostas atividades experimentais para o ensino das Ciências Exatas e percebem o uso de tais atividades para a sala de aula. A pesquisa utilizou uma abordagem qualitativa descritiva e desenvolveu-se no contexto de um curso de formação continuada, em uma escola privada do Vale do Taquari – RS. Os dados coletados referem-se
às interações entre o grupo de professoras participantes, bem como aos relatos e às discussões suscitadas na vivência das atividades experimentais propostas durante a formação. Frente à análise dos dados, podemos inferir que a formação foi capaz de incentivar o uso das atividades experimentais na prática pedagógica dos docentes, uma vez que possibilitou a desmistificação do ensino das Ciências Exatas, além de oportunizar uma partilha de experiências entre as participantes. Desse modo, entendemos a constituição de uma comunidade de prática, uma vez que as professoras manifestaram preocupações e dificuldades em comum, na busca de um mesmo objetivo. Outro aspecto relevante diz respeito à formação ter sido realizada no ambiente em que as professoras desenvolvem sua prática docente, na medida em que permitiu que estas conhecessem espaços e recursos disponíveis na escola, até então desconhecidos.
This paper presents a research centered around continuous teacher training for the Early Years of Elementary Education aimed at rethinking the teaching of Mathematics, Physics and Chemistry for that level. The purpose of the research was to investigate how teachers interact with situations in which experimental activities are proposed to teach Exact Sciences and to perceive how they see the use of such activities for the classroom. The research employed a qualitative approach and was developed within the context of a continuous training course at a private school in the Vale do Taquari – RS. The data collected refer to the interactions among the group of participating teachers, as well as to the statements and discussions raised while experiencing the proposed experimental activities during training. From the data analysis, we could infer that training was able to encourage the use of experimental activities in the teachers' pedagogical practice by demystifying the teaching of Exact Sciences in addition to providing the opportunity for the participants to share their experiences. This way, we see the constitution of a practice community, since teachers manifested common concerns and difficulties in pursuit of a common objective. Another relevant aspect regards the fact that training took place in the environment where the teachers develop their teaching practice, in the sense that it allowed them to learn about spaces and resources available at the school that were unknown until then.
This paper presents a research centered around continuous teacher training for the Early Years of Elementary Education aimed at rethinking the teaching of Mathematics, Physics and Chemistry for that level. The purpose of the research was to investigate how teachers interact with situations in which experimental activities are proposed to teach Exact Sciences and to perceive how they see the use of such activities for the classroom. The research employed a qualitative approach and was developed within the context of a continuous training course at a private school in the Vale do Taquari – RS. The data collected refer to the interactions among the group of participating teachers, as well as to the statements and discussions raised while experiencing the proposed experimental activities during training. From the data analysis, we could infer that training was able to encourage the use of experimental activities in the teachers' pedagogical practice by demystifying the teaching of Exact Sciences in addition to providing the opportunity for the participants to share their experiences. This way, we see the constitution of a practice community, since teachers manifested common concerns and difficulties in pursuit of a common objective. Another relevant aspect regards the fact that training took place in the environment where the teachers develop their teaching practice, in the sense that it allowed them to learn about spaces and resources available at the school that were unknown until then.
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Formação continuada; Atividades experimentais; Anos Iniciais do Ensino Fundamental; Matemática; Física; Química
Citação
DICK, Ana Paula. Aprender experimentando no contexto de uma formação continuada de professores dos anos iniciais. 2017. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 maio 2017. Disponível em: http://hdl.handle.net/10737/2017.