Elaboração de significados e saberes docentes no projeto Pibid - Química
Carregando...
Arquivos
Data
2019-08-27
Autores
Silva, Matheus Martins da
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Formar professores para lidar com as exigências da sociedade é um desafio que buscamos superar constantemente. Parte relevante da preparação dos alunos de licenciatura, e um possível foco da formação docente, é a articulação entre a teoria e a prática, através da inserção desses alunos na prática docente. Outro ponto importante para entender o conjunto de saberes que forma um professor são os saberes docentes, caracterizados por Maurice Tardif. Nos últimos anos, além do aperfeiçoamento dos estágios supervisionados, surgiram programas como o Programa Institucional de Bolsas de Iniciação à Docência (PIBID), que procura proporcionar um ambiente de pesquisa e aproximação dos licenciandos com as escolas básicas, desenvolvendo seus saberes docentes frente a esse processo. O presente trabalho tem como objetivo entender como um conjunto específico dos saberes docentes, os chamados saberes experienciais, influenciam a internalização de conteúdos relevantes para alunos de licenciatura em Química, participantes de um subprojeto PIBID/Química. Para compreender essa internalização, trazemos elementos da teoria da ação mediada, baseados em James Wertsch, principalmente porque ela possibilita entender a aprendizagem como domínio e a apropriação de ferramentas culturais, e utilizamos a Análise Textual Discursiva na análise dos dados. Procuramos elucidar, dentro de nossos resultados, que os alunos de licenciatura se mostram tensionados entre identidade docente e discente, à medida que apresentam ideias de valorização dos conteúdos específicos de sua área de formação (química) e, também, como os momentos de reflexão desses alunos, principalmente focalizados em inquietações e frustrações com sua prática e sua formação, podem interferir positiva ou negativamente na formação docente do grupo.
Training teachers to deal with the demands of society is a challenge that we constantly seek to overcome. A relevant part of the preparation of undergraduate students, and a possible focus of teacher education, is the articulation between theory and practice, through the insertion of these students in teaching practice. Another important point to understand the set of knowledge that forms a teacher is the teaching knowledge, characterized by Maurice Tardif. In recent years, in addition to the improvement of supervised internships, programs such as the Institutional Teaching Initiation Scholarship Program (PIBID) have emerged, which seeks to provide an environment for research and approximation of undergraduates with elementary schools, developing their teaching knowledge in face of this. process. This paper aims to understand how a specific set of teaching knowledge, the socalled experiential knowledge, influences the internalization of relevant content for undergraduate chemistry students, participants of a PIBID / Chemistry subproject. To understand this internalization, we bring elements of James Wertsch's theory of mediated action, mainly because it makes it possible to understand learning as mastery and the appropriation of cultural tools. We use Textual Discursive Analysis to analyze our data. We seek to elucidate, within our results, that undergraduate students are tense between teacher and student identity, as they present ideas for valuing the specific contents of their area of education (chemistry) and, also, how the moments of reflection of these students, mainly focused on concerns and frustrations with their reflection of these students, mainly focused on concerns and frustrations with their practice and formation, can interfere positively or negatively in the teacher education of the group.
Training teachers to deal with the demands of society is a challenge that we constantly seek to overcome. A relevant part of the preparation of undergraduate students, and a possible focus of teacher education, is the articulation between theory and practice, through the insertion of these students in teaching practice. Another important point to understand the set of knowledge that forms a teacher is the teaching knowledge, characterized by Maurice Tardif. In recent years, in addition to the improvement of supervised internships, programs such as the Institutional Teaching Initiation Scholarship Program (PIBID) have emerged, which seeks to provide an environment for research and approximation of undergraduates with elementary schools, developing their teaching knowledge in face of this. process. This paper aims to understand how a specific set of teaching knowledge, the socalled experiential knowledge, influences the internalization of relevant content for undergraduate chemistry students, participants of a PIBID / Chemistry subproject. To understand this internalization, we bring elements of James Wertsch's theory of mediated action, mainly because it makes it possible to understand learning as mastery and the appropriation of cultural tools. We use Textual Discursive Analysis to analyze our data. We seek to elucidate, within our results, that undergraduate students are tense between teacher and student identity, as they present ideas for valuing the specific contents of their area of education (chemistry) and, also, how the moments of reflection of these students, mainly focused on concerns and frustrations with their reflection of these students, mainly focused on concerns and frustrations with their practice and formation, can interfere positively or negatively in the teacher education of the group.
Descrição
Palavras-chave
Elaboração de significados, PIBID, Saberes experenciais, Ação mediada, Meaning making, Teacher knowledge, Mediated action