A sistematização dos saberes docentes na formação inicial de professores de química na Universidade Federal do Espírito Santo
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Data
2016-03-21
Autores
Rosa, Débora Lázara
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Universidade Federal do Espírito Santo
Resumo
Aims to systematize the knowledge that potentially collaborates in the creation of a teacher's identity, as experiential knowledge in process, the pedagogical knowledge in action, knowledge production in the inter-institutional relationship and publicized knowledges involved in the initial training of Chemistry teachers participating in the "Scholarship Program Initiation to Teaching - PIBID" at the Federal University of Espírito Santo. Through Documentary Research, was carried out systematic analysis of the annual activity reports sent to Higher Level Personnel Training Coordination - CAPES, analysis categories were developed that allowed to identify and characterize the development of teacher identity in the activities developed from 2012 up to 2014, guided by the integration between University / Elementary Schools on the campuses of São Mateus, Vitória and Alegre UFES. The categories were organized accordingly to the Bardin Content Analysis Methodology, allowing some considerations about the teaching knowledge relevant to professionalization. Through the theoretical support of authors like Gauthier, Tardif, Maldaner, Foerste and Pimenta it became possible to systematize the knowledge mobilized during the initial teacher's training, as well as the contributions of these and other knowledges in the training of Chemistry teachers identity. The publicity of this knowledge investigated in prospective at teachers workplaces, provides an opportunity to reflect on their action and announces knowledge before "stored" in the particular law of each professional, raising relevant issues guided by the epistemology of practice.
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Palavras-chave
Teacher identity , PIBID Chemistry , Epistemology of practice , PIBID Química , Epistemologia da prática , Formação de professores
Citação
ROSA, Débora Lázara. A sistematização dos saberes docentes na formação inicial de professores de química na Universidade Federal do Espírito Santo. 2016. 123 f. Dissertação (Mestrado em Ensino na Educação Básica) - Programa de Pós-Graduação em Ensino na Educação Básica, Universidade Federal do Espírito Santo, São Mateus, 2016.