A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental
The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboratio...
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Professores-colaboradores (Re)significação conceptual Território Intervenção pedagógica Teacher-collaborators (New)meaning conceptual - Territory Pedagogic Intervention CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Professores-colaboradores (Re)significação conceptual Território Intervenção pedagógica Teacher-collaborators (New)meaning conceptual - Territory Pedagogic Intervention CNPQ::CIENCIAS HUMANAS::EDUCACAO Andrade Júnior, Francisco Vitorino de A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
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The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboration of the concept in study done inside a pedagogic intervention. The Municipal School Dr. Julio Senna - Ceará-Mirim/RN and six (6) teacher-collaborators that taught in the 3rd and 4th grades of the fundamental teaching, constitutes the empiric field of the research. Its theoretical-methodological contributions are built in the studies of Vigotski (2000a, 2000b and 2001) on the formation process and development of concepts; in the methodology colaborate (Ibiapina (2004), Bartomé (1986), Kemmis and Mctaggart (1988), Arnal, Del Ricon and Latorre (1992), Pepper and Ghedin (2002), among others) and in the critical-reflexive conception of the Geography (Soares Júnior (2000 and 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), among others). The accomplishment of the work presupposed starting from the reflections on the following subjects: which the teachers' understanding in the school space concerning the territory concept? How does happen the process of conceptual construction territory for the teachers? The analysis of the teachers' previous knowledge on the concept in study, evidenced that its apprehensions on the attributes of the referred concept went mentioned the to light of the perceptible dimension of the real-concrete relationships of the reality linked to the degree of the spontaneous concepts and followed by the ideas of the traditional, humanistic and cultural geographical conceptions (positivism and phenomenology), restricting the territory meaning the notion of State-Nation and place of the men's dwelling. In the intervention process, it was verified to real possibility of the acquisition of indispensable scientific concepts to the process of (new)meaning conceptual of geographical knowledge through the continuous practice of the educational formation, when it was evidenced that the teacher-collaborators acquired high degrees of attributions of the significance of the territory concept to the they elaborate generalizations by means of analyses and syntheses of the concept-attribute (essential and multiples) of the reference conceptual in study |
| author2 |
Soares Júnior, Francisco Cláudio |
| author_facet |
Soares Júnior, Francisco Cláudio Andrade Júnior, Francisco Vitorino de |
| format |
masterThesis |
| author |
Andrade Júnior, Francisco Vitorino de |
| author_sort |
Andrade Júnior, Francisco Vitorino de |
| title |
A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
| title_short |
A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
| title_full |
A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
| title_fullStr |
A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
| title_full_unstemmed |
A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental |
| title_sort |
(re)significação conceptual nas práticas colaborativas com professores do ensino fundamental |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14226 |
| work_keys_str_mv |
AT andradejuniorfranciscovitorinode aresignificacaoconceptualnaspraticascolaborativascomprofessoresdoensinofundamental AT andradejuniorfranciscovitorinode resignificacaoconceptualnaspraticascolaborativascomprofessoresdoensinofundamental |
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1773959022712455168 |
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ri-123456789-142262017-11-01T18:50:10Z A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental Andrade Júnior, Francisco Vitorino de Soares Júnior, Francisco Cláudio http://lattes.cnpq.br/8594420871529170 Ibiapina, Ivana Maria Lopes de Melo http://lattes.cnpq.br/2887767376788158 Góis, Francisca Lacerda de http://lattes.cnpq.br/5324357415270200 Professores-colaboradores (Re)significação conceptual Território Intervenção pedagógica Teacher-collaborators (New)meaning conceptual - Territory Pedagogic Intervention CNPQ::CIENCIAS HUMANAS::EDUCACAO The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboration of the concept in study done inside a pedagogic intervention. The Municipal School Dr. Julio Senna - Ceará-Mirim/RN and six (6) teacher-collaborators that taught in the 3rd and 4th grades of the fundamental teaching, constitutes the empiric field of the research. Its theoretical-methodological contributions are built in the studies of Vigotski (2000a, 2000b and 2001) on the formation process and development of concepts; in the methodology colaborate (Ibiapina (2004), Bartomé (1986), Kemmis and Mctaggart (1988), Arnal, Del Ricon and Latorre (1992), Pepper and Ghedin (2002), among others) and in the critical-reflexive conception of the Geography (Soares Júnior (2000 and 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), among others). The accomplishment of the work presupposed starting from the reflections on the following subjects: which the teachers' understanding in the school space concerning the territory concept? How does happen the process of conceptual construction territory for the teachers? The analysis of the teachers' previous knowledge on the concept in study, evidenced that its apprehensions on the attributes of the referred concept went mentioned the to light of the perceptible dimension of the real-concrete relationships of the reality linked to the degree of the spontaneous concepts and followed by the ideas of the traditional, humanistic and cultural geographical conceptions (positivism and phenomenology), restricting the territory meaning the notion of State-Nation and place of the men's dwelling. In the intervention process, it was verified to real possibility of the acquisition of indispensable scientific concepts to the process of (new)meaning conceptual of geographical knowledge through the continuous practice of the educational formation, when it was evidenced that the teacher-collaborators acquired high degrees of attributions of the significance of the territory concept to the they elaborate generalizations by means of analyses and syntheses of the concept-attribute (essential and multiples) of the reference conceptual in study Coordenação de Aperfeiçoamento de Pessoal de Nível Superior O trabalho objetivou apreender o grau de conceitualização dos professores acerca do conceito de território e intervir com situações de reflexões críticas para acompanhar e analisar o processo de elaboração conceitual. Reflete sobre a (re)significação de conhecimentos e (re)elaboração do conceito em estudo efetivado no interior de uma intervenção pedagógica. A Escola Municipal Dr. Julio Senna Ceará Mirim/RN e seis (6) professores-colaboradores que lecionavam nas 3ª e 4ª séries do ensino fundamental, constitui o campo empírico da pesquisa. Os seus aportes teórico-metodológicos edificam-se nos estudos de Vigotski (2000a, 2000b e 2001) sobre o processo de formação e desenvolvimento de conceitos; na metodologia colaborativa (Ibiapina (2004), Bartomé (1986), Kemmis e Mctaggart (1988), Arnal, Del Ricon e Latorre (1992), Pimenta e Ghedin (2002), entre outros) e na concepção crítico-reflexiva da Geografia (Soares Júnior (2000 e 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), entre outros). A realização do trabalho pressupôs a partir das reflexões sobre as seguintes questões: qual a compreensão dos professores no espaço escolar acerca do conceito de território? como ocorre o processo de construção conceptual de território pelos professores? A análise dos conhecimentos prévios dos professores sobre o conceito em estudo, evidenciou que as suas apreensões sobre os atributos do referido conceito foram referenciados à luz da dimensão perceptível das relações real-concretas da realidade vinculados ao grau dos conceitos espontâneos e norteado pelas idéias das concepções geográficas tradicional, humanística e cultural (positivismo e fenomenologia), restringindo o significado de território a noção de Estado-Nação e lugar de moradia dos homens. No processo de intervenção foi constatado a real possibilidade da aquisição de conceitos científicos indispensáveis ao processo de (re)significação conceptual de conhecimentos geográficos através da prática contínua da formação docente, quando foi evidenciado que os professores-colaboradores adquiriram graus elevados de atribuições da significação do conceito de território ao elaborarem generalizações por meio de análises e sínteses dos conceitos-atributo (essenciais e múltiplos) da referência conceptual em estudo 2014-12-17T14:36:04Z 2006-08-07 2014-12-17T14:36:04Z 2005-10-03 masterThesis ANDRADE JÚNIOR, Francisco Vitorino de. A (re)significação conceptual nas práticas colaborativas com professores do Ensino Fundamental. 2005. 177 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2005. https://repositorio.ufrn.br/jspui/handle/123456789/14226 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação |