Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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4 resultados
Resultados da Pesquisa
Item Diálogos formativos – mulher-professora – caderno da professora(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia TinocoThis product will help a teachers in a reflection on the teaching identity through the use of female narrative, since it is understood that women are the largest audience of education professionals. For this end, specific guidelines for support material for the teacher are presented in this booklet, based on the assumption that the training dialogues developed during training can generate new knowledge and help improve teaching.Item Constituição de si e formação docente: reflexões (auto)biográficas de professores(2023-02-17) Silva, Iara Batista da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Nascimento, Maria Evany doThe meaning we give to the exercise of teaching requires that the teacher seek elements in their training that allow them to understand themselves in the profession and in the training process. With the objective of contributing to the self-education of teachers from the understanding of the constitution of their teaching, we start from the following research problem: How to promote the self-education of teachers from the understanding of how they constituted themselves as teachers? The fabric of the dialogue is based on considerations about ipseity and teacher training imbricated in the epistemology of research-training, through the (auto)biographical approach, considering that the life stories of teachers are fruitful sources in research in education. The research is guided by the narrative approach, as we agree that it enables the writing and reflection of the experiences arising from the intrinsic daily life in the pedagogical practice. For the construction of the data, we used the training memorial and the narrative interview, as they allow the turning to oneself and the emergence of the subjectivities imbued in the training/self-training. The research participants were two groups of teachers, the first being composed of three teachers of the English language, and the second by teachers who participated in the Pedagogical Workshop entitled: Constitution of the self and the teacher's office: biographical reflections and teacher training, elaborated as an educational product of the present research. The development of this study showed that the fecundity of research-training for understanding the constitution that, in the role of the reflective teacher, re-signifies the process of construction/deconstruction/reconstruction of teaching, rebuilds their teaching identity and becomes aware of their personal and professional actions. establishing, therefore, new knowledge and behaviors that will contribute for the teacher to develop their ability to create, innovate and organize their ideas and methodologies, among other practices of the profession's craft.Item Constituição de si e no professorar: reflexões (auto)biográficas e formação de professores(2023-02-17) Silva, Iara Batista da; Anic, Cinara CalviItem Experiências investigativas da prática docente: as oficinas pedagógicas como contribuição para autoformação de professores em contexto de ensino tecnológico(2022-07-04) Silva, Daniel Mota da; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257This research is configured in a perspective of teacher self-training in conjunction with pedagogical practice, as a contribution to the re-dimensioning of teachers in the technological context. In this sense, I emphasize as the object of this research teacher self-training and its presuppositions in pedagogical practice, considering the teacher's autonomy, the possibilities of overcoming and breaking paradigms regarding teacher training, as well as self understanding, in order to consider its ipseity and the context of technological education. In the theoretical reflections undertaken in this study, we make use of the contributions of authors who emphasize the importance of a critical-reflexive formation relevant to the development of the teaching subject, in his/her condition of protagonist of his/her professional path. Ratifying the training of teachers concomitantly with the methodology based on autobiographical letters in order to subjectively analyze the observed phenomena, in order to provide a self-reflection on their itinerary. The process experienced throughout this research allowed the organization and implementation of an educational product entitled: "Connections of teaching practices: a pedagogical workshop to tell yourself and resignify yourself as a teacher", as a pretext for recognizing the importance of self-training to qualify as a teacher. That in the problematization of the investigated object we dialogued with professors, who exposed relevant information about their professional experiences with a focus on the object of study. In the process of data analysis, we were guided by the technique of content analysis of triangulation, which was carried out seeking not to reduce the meanings of the constructed reports. In this perspective, the research results recognize that self-training is part of the teaching professional itinerary, which values creativity and reflective action regarding the (re)vision and reorientation of pedagogical activities. In which it effectively allows the teacher to discuss and (re)think autonomously, the decisions to be taken in the face of the intemper and the demands that arise in their professional path, allowing them to have a critical and conscious apprehension of the pedagogical practice carried out in the process of teaching.