Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental

The present work addresses the theme of teaching knowledge in the pedagogical practice of the Early Years of Elementary School, from which it was sought to understand the mobilization of the different forms of teaching of the ones who work in this stage of education. With the intention of achieving...

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Autor principal: Lopes, Eveline Raysa de Lima
Outros Autores: Sobrinho, Djanní Martinho dos Santos
Formato: bachelorThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Saberes docentes
Práticas pedagógicas
Profissionalização docente
Endereço do item:https://repositorio.ufrn.br/handle/123456789/37715
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id ri-123456789-37715
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Saberes docentes
Práticas pedagógicas
Profissionalização docente
spellingShingle Saberes docentes
Práticas pedagógicas
Profissionalização docente
Lopes, Eveline Raysa de Lima
Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
description The present work addresses the theme of teaching knowledge in the pedagogical practice of the Early Years of Elementary School, from which it was sought to understand the mobilization of the different forms of teaching of the ones who work in this stage of education. With the intention of achieving this objective, it was sought to characterize educational institutions; identify the different types of knowledge of those working in the Early Years and describe the pedagogical practice of these teachers. Through these guiding threads, some methodological procedures were established that made possible the development of the study, such as: the documentary research, in which the Institution's Decrees of creation, its Pedagogical Political Projects (PPP), the Internal Regulations and etc. were analyzed. Then, structured interviews were carried out with four professors who work in the Initial Years stage, these, offered at the institutions of research fields, which they questioned the profile of the educator and the relationship of their practices with the teaching knowledge. For this purpose, a messaging application was used as an interaction tool, and through audios established a conversation between the interviewees and the interviewer. Subsequently, observations were made of three video classes produced by each of the teachers, taking into account aspects present in teaching practice, such as: teaching methodologies and strategies, didactic resources and objects of knowledge. It was obtained, through this study, the understanding that the pedagogical practice is a space of expression and convergence of knowledge, and at the same time, source of its construction. In this perspective, the connection between the teaching knowledge and the teaching process became evident, considering that from their knowledge, the teacher organizes his teaching activities. In addition, the research pointed out that the construction and mobilization of experiential and pedagogical knowledge, especially, make it possible to strengthen the repertoire of teaching knowledge. In this way, the valorization of the set of knowledge produced, appropriated and mobilized by the teachers directly influences the identity and the process of teaching professionalization.
author2 Sobrinho, Djanní Martinho dos Santos
author_facet Sobrinho, Djanní Martinho dos Santos
Lopes, Eveline Raysa de Lima
format bachelorThesis
author Lopes, Eveline Raysa de Lima
author_sort Lopes, Eveline Raysa de Lima
title Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
title_short Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
title_full Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
title_fullStr Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
title_full_unstemmed Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
title_sort os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental
publisher Universidade Federal do Rio Grande do Norte
publishDate 2021
url https://repositorio.ufrn.br/handle/123456789/37715
work_keys_str_mv AT lopesevelineraysadelima ossaberesdocentesnapraticapedagogicadeprofessoresdosanosiniciaisdoensinofundamental
_version_ 1797696520066170880
spelling ri-123456789-377152024-03-19T04:02:56Z Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental Lopes, Eveline Raysa de Lima Sobrinho, Djanní Martinho dos Santos Garcia, Tânia Cristina Meira Cavalcante, Christianne Medeiros Saberes docentes Práticas pedagógicas Profissionalização docente The present work addresses the theme of teaching knowledge in the pedagogical practice of the Early Years of Elementary School, from which it was sought to understand the mobilization of the different forms of teaching of the ones who work in this stage of education. With the intention of achieving this objective, it was sought to characterize educational institutions; identify the different types of knowledge of those working in the Early Years and describe the pedagogical practice of these teachers. Through these guiding threads, some methodological procedures were established that made possible the development of the study, such as: the documentary research, in which the Institution's Decrees of creation, its Pedagogical Political Projects (PPP), the Internal Regulations and etc. were analyzed. Then, structured interviews were carried out with four professors who work in the Initial Years stage, these, offered at the institutions of research fields, which they questioned the profile of the educator and the relationship of their practices with the teaching knowledge. For this purpose, a messaging application was used as an interaction tool, and through audios established a conversation between the interviewees and the interviewer. Subsequently, observations were made of three video classes produced by each of the teachers, taking into account aspects present in teaching practice, such as: teaching methodologies and strategies, didactic resources and objects of knowledge. It was obtained, through this study, the understanding that the pedagogical practice is a space of expression and convergence of knowledge, and at the same time, source of its construction. In this perspective, the connection between the teaching knowledge and the teaching process became evident, considering that from their knowledge, the teacher organizes his teaching activities. In addition, the research pointed out that the construction and mobilization of experiential and pedagogical knowledge, especially, make it possible to strengthen the repertoire of teaching knowledge. In this way, the valorization of the set of knowledge produced, appropriated and mobilized by the teachers directly influences the identity and the process of teaching professionalization. O presente trabalho aborda o tema saberes docentes na prática pedagógica dos Anos Iniciais do Ensino Fundamental. A partir do qual se procurou compreender a mobilização dos diferentes tipos de saberes na prática docente de professores que atuam nessa etapa de ensino. Com intenção de alcançar tal objetivo, buscou-se caracterizar as instituições educativas; identificar os diferentes tipos de saberes docentes presentes na prática dos professores atuantes nos Anos Iniciais e descrever a prática pedagógica destes professores. Através destes fios condutores, foram estabelecidos alguns procedimentos metodológicos que possibilitaram o desenvolvimento do estudo, como: a pesquisa documental, na qual foram analisados os Decretos de criação das instituições, seus Projetos Políticos Pedagógicos (PPP), os Regimentos Internos e etc. Em seguida foram realizadas entrevistas estruturadas, com quatro docentes que atuam na etapa Anos Iniciais ofertada nas instituições campos de pesquisa, na qual se questionou sobre o perfil do docente e a relação de suas práticas com os saberes docentes. Para isso, usou-se como ferramenta de interação um aplicativo de mensagens, e através de áudios se estabeleceu a conversa entre as entrevistadas e a entrevistadora. Posteriormente forma realizadas observações de três videoaulas produzidas por cada uma das professoras, atendando para aspectos presentes na prática docente, como: metodologias e estratégias de ensino, recursos didáticos e objetos de conhecimento. Obteve-se, por meio deste estudo, a compreensão de que a prática pedagógica é espaço de expressão e convergência de saberes, e ao mesmo tempo, fonte de sua construção. Nesta perspectiva, a ligação entre os saberes docentes e o processo de ensino se evidenciou, tendo em vista que é a partir de tais saberes, que o professor organiza suas atividades de ensino. Além disso, a pesquisa salientou que a construção e mobilização dos saberes experienciais e pedagógicos, especialmente, possibilitam o fortalecimento do repertório de saberes docentes. Deste modo, a valorização do conjunto de saberes produzidos, apropriados e mobilizados pelos professores influencia diretamente a identidade e o processo de profissionalização docente. 2022-11-25 2021-05-14T13:22:03Z 2021-09-22T14:11:44Z 2021-05-14T13:22:03Z 2021-05-06 bachelorThesis 2016058669 LOPES, Eveline R. L. Os saberes docentes na prática pedagógica de professores dos anos iniciais do ensino fundamental. Caicó, RN: 2021. 70f. Monografia (Licenciatura em Pedagogia) - Universidade Federal do Rio Grande do Norte. Centro de Ensino Superior do Seridó. https://repositorio.ufrn.br/handle/123456789/37715 pt_BR Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia

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