Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental
This research is an intervention in the process of conceptual development in a municipal school at Ceará Mirim-RN, aiming to answer the question: what is the theoretical and methodological contribution to the process of conceptual development, in particular, territory exerts in teaching practices in...
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Elaboração conceitual Território Reelaboração teóricometodológica Abordagem colaborativa Crítico reflexivo |
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Elaboração conceitual Território Reelaboração teóricometodológica Abordagem colaborativa Crítico reflexivo Andrade Júnior, Francisco Vitorino de Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
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This research is an intervention in the process of conceptual development in a municipal school at Ceará Mirim-RN, aiming to answer the question: what is the theoretical and methodological contribution to the process of conceptual development, in particular, territory exerts in teaching practices in Geography developed at school? In this sense, it has aimed to investigate along to Elementary School teachers, the theoretical and methodological contribution to the process of developing conceptual of Territory in the teaching practices in Geography and analyze for these professionals through critical and reflective situations that the production process, in reconstruction of the teaching practices of that area of knowledge. This study was guided by the sociohistorical approach, in particular, based on studies by Vygotsky (2000a/2000b/2001) and Saviano (2003/2005) from the perspective of education; Vygotsky (2000b), Guetemanova (1989) and Ferreira (1995/2007/2009) on the process of formation and development of concepts, the studies conducted by Soares Junior (1994 / 1995/2000), Straforini (2004), Silva (1991/1998/2004), Raffestin (1993), Moraes (1999), Santos (1994/2007), Felipe (1998a) and Souza (1994) among others on the design of critical Geography and in terms of reading about the concept of territory; as well as Da Silva (2005), Azzi(2002), Pimenta (2002b), Alarcão (2005), Freire (1996), Tardif (2002) and Charlot (2000/2005) in studies about teacher knowledge, in addition to performed by Ibiapina (2004/2008), and Ibiapina Ferreira (2005), Desgagné (2003) and Ibiapina, Ribeiro and Ferreira (2008), Guedes (2008) on collaborative research. It is defined as a collaborative research that allowed to the participants to study critical-reflective situations about issues relevant to the subject of investigation. This process promoted ruptures in conceptual knowledge and teaching practices of participants. Therefore, It was thus found that the process of conceptual development has contributed to the effectiveness of the theoretical-methodological redesign of the teaching practices of the professionals, a light to that approach collaborative. |
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Soares Júnior, Francisco Cláudio |
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Soares Júnior, Francisco Cláudio Andrade Júnior, Francisco Vitorino de |
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doctoralThesis |
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Andrade Júnior, Francisco Vitorino de |
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Andrade Júnior, Francisco Vitorino de |
title |
Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
title_short |
Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
title_full |
Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
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Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
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Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
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saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental |
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Universidade Federal do Rio Grande do Norte |
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2019 |
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https://repositorio.ufrn.br/jspui/handle/123456789/27558 |
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AT andradejuniorfranciscovitorinode saberesepraticasdocentesareelaboracaoteoricometodologicadoconceitodeterritorionoensinofundamental |
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ri-123456789-275582019-08-18T05:22:23Z Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental Andrade Júnior, Francisco Vitorino de Soares Júnior, Francisco Cláudio http://lattes.cnpq.br/3131048583765770 http://lattes.cnpq.br/8594420871529170 Ibiapina, Ivana Maria Lopes de Melo http://lattes.cnpq.br/2887767376788158 Costa, Maria Antônia Teixeira da http://lattes.cnpq.br/9358515107715162 Ribeiro, Márcia Maria Gurgel 3426259793325875 Ferreira, Maria Salonilde 3510726465694990 Elaboração conceitual Território Reelaboração teóricometodológica Abordagem colaborativa Crítico reflexivo This research is an intervention in the process of conceptual development in a municipal school at Ceará Mirim-RN, aiming to answer the question: what is the theoretical and methodological contribution to the process of conceptual development, in particular, territory exerts in teaching practices in Geography developed at school? In this sense, it has aimed to investigate along to Elementary School teachers, the theoretical and methodological contribution to the process of developing conceptual of Territory in the teaching practices in Geography and analyze for these professionals through critical and reflective situations that the production process, in reconstruction of the teaching practices of that area of knowledge. This study was guided by the sociohistorical approach, in particular, based on studies by Vygotsky (2000a/2000b/2001) and Saviano (2003/2005) from the perspective of education; Vygotsky (2000b), Guetemanova (1989) and Ferreira (1995/2007/2009) on the process of formation and development of concepts, the studies conducted by Soares Junior (1994 / 1995/2000), Straforini (2004), Silva (1991/1998/2004), Raffestin (1993), Moraes (1999), Santos (1994/2007), Felipe (1998a) and Souza (1994) among others on the design of critical Geography and in terms of reading about the concept of territory; as well as Da Silva (2005), Azzi(2002), Pimenta (2002b), Alarcão (2005), Freire (1996), Tardif (2002) and Charlot (2000/2005) in studies about teacher knowledge, in addition to performed by Ibiapina (2004/2008), and Ibiapina Ferreira (2005), Desgagné (2003) and Ibiapina, Ribeiro and Ferreira (2008), Guedes (2008) on collaborative research. It is defined as a collaborative research that allowed to the participants to study critical-reflective situations about issues relevant to the subject of investigation. This process promoted ruptures in conceptual knowledge and teaching practices of participants. Therefore, It was thus found that the process of conceptual development has contributed to the effectiveness of the theoretical-methodological redesign of the teaching practices of the professionals, a light to that approach collaborative. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Esta pesquisa é de uma intervenção no processo de elaboração conceitual em uma escola pública municipal de Ceará Mirim/RN, buscando responder a questão: qual a contribuição teórico-metodológica que o processo de elaboração conceitual, em particular, de território exerce nas práticas de ensino de Geografia desenvolvidas no espaço escolar? Nesse sentido, objetivou-se investigar com professoras do Ensino Fundamental a contribuição teóricometodológica do processo de elaboração conceitual de Território nas práticas de ensino de Geografia e analisar, com essas profissionais, por meio de situações crítico-reflexivas à produção desse processo, na reconstrução das práticas de ensino da referida área do saber. A pesquisa foi norteada pela abordagem sócio-histórica, em particular, baseada nos estudos desenvolvidos por Vigotski (2000a/2000b/2001) e Saviane (2003/2005) na perspectiva da educação; Vigotski (2000b), Guetemanova (1989) e Ferreira (1995/2007/2009) sobre o processo de formação e desenvolvimento de conceitos; os estudos efetivados por Soares Júnior (1994/1995//2000), Straforini (2004), Silva (1991/1998/2004), Raffestin (1993), Moraes (1999), Santos (1994/2007), Felipe (1998a) e Souza (1994) entre outros sobre a concepção crítica da Geografia e no tocante à leitura sobre o conceito de território; como também, Da Silva (2005), Azzi (2002), Pimenta (2002b), Alarcão (2005), Freire (1996), Tardif (2002) e Charlot (2000/2005) nos estudos acerca dos saberes docentes; além dos realizados em Ibiapina (2004/2008), Ibiapina e Ferreira (2005), Desgagné (2003) e Ibiapina, Ribeiro e Ferreira (2008), Guedes (2008) sobre a pesquisa colaborativa. Assim, define-se como uma pesquisa colaborativa que possibilitou aos partícipes situações de estudos críticos reflexivos, acerca de temáticas pertinentes ao objeto de investigação. Esses processos promoveram rupturas nos conhecimentos conceituais e práticas docentes dos partícipes. Portanto, constatamos que o processo de elaboração conceitual contribuiu para a efetivação da reelaboração teórico-metodológica das práticas de ensino destes profissionais a luz da abordagem colaborativa. 2019-08-17T14:26:16Z 2019-08-17T14:26:16Z 2012-03-08 doctoralThesis ANDRADE JÚNIOR, Francisco Vitorino de Andrade. Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental. 2012. 308f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2012. https://repositorio.ufrn.br/jspui/handle/123456789/27558 pt_BR application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Programa de Pós-Graduação em Educação Centro de Educação |