A (re) orientação como conhecimento profissional para a formação da habilidade de descrever segundo a teoria da assimilação por etapas de Galperin
This study deals with the formation of cognitive-linguistic skills, within the reorientation of describing experimental practical activities in the process of teacher training. The research was held within the Undergraduate Course of Physics at Instituto Federal de Educação, Ciência e Tecnologia...
Wedi'i Gadw mewn:
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| Awduron Eraill: | |
| Fformat: | doctoralThesis |
| Iaith: | por |
| Cyhoeddwyd: |
Brasil
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| Pynciau: | |
| Mynediad Ar-lein: | https://repositorio.ufrn.br/jspui/handle/123456789/25626 |
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| Crynodeb: | This study deals with the formation of cognitive-linguistic skills, within the reorientation
of describing experimental practical activities in the process of teacher training. The
research was held within the Undergraduate Course of Physics at Instituto Federal de
Educação, Ciência e Tecnologia in Rio Grande do Norte (IFRN), in Santa Cruz
municipality. The CNE/CES Opinion – No. 1,304 of November 6, 2001 –, which gives
the essential competence of the undergraduate degree in Physics the right to describe
natural phenomena, processes and technological equipment in terms of concepts, theories
and general physical principles, also guides the teacher training processes in our country.
It is based on the following question: to what extent does the Degree in Physics form
general skills with its students? It is proposed, as its general objective, to analyze and
develop the process of reorientation of the Guiding Basis for Action – G.B.A –, type III,
in the formation of the ability to describe, using, for that, experimental and practical
activities in the initial formation of teachers of Physics. This process is supported by the
Theory of Assimilation through stages of the mental actions, as well as by Galperin
Conceptions. The relevance and innovation of this work are in its planning, execution and
evaluation of a proposal for the reorientation of the ability to describe in experimental
and practical activities, up from its invariant structure. This strategy aimed to understand
the operational structure of the external plan's ability to the materialized level, which
enables the future teacher to familiarize with the conceptions and actions, which are
necessary to put the description into practice. The research – of qualitative and
quantitative nature –, made use of a pedagogical experiment, and was carried out by
means of a teacher project, through a 60 hour of work, involving 30 third-yearundergraduate
students in Physics. The results allowed us to conclude that the
reorientation of the ability to describe experimental activities based on the Theory of
Staged Assimilation of Mental Actions and Concepts of Galperin occurs in a conscious
way through scientific communication among students and teacher at a materialized level.
As it is a procedure to update a skill, it presupposes the reconfiguration of the level of
development in the real context of the future teachers of Physics, as a component of their
teacher professionalization. |
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