Análise da formação continuada de professores mediante participação em um grupo de estudos/discussão de física moderna e contemporânea

Detalhes bibliográficos
Ano de defesa: 2010
Autor(a) principal: Silva, João Ricardo Neves da
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Estadual de Maringá
Brasil
Programa de Pós-Graduação em Educação para a Ciência e a Matemática
UEM
Maringá, PR
Centro de Ciências Exatas
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4390
Resumo: The aim of this study is to investigate the role of teachers' involvement in groups of study/discussion of Contemporary and Modern Physics topics in the formation of characteristics recommended by theoretical referentials which systematize the work of teachers' education. It is based on the assumption that study groups / discussion can have a very significant effect on teachers' continuing education, mainly when new subjects are dealt for these, such as Contemporary and Modern Physics. The studied groups operate in Parana and São Paulo states, as they are groups which have the same work method, besides different characteristics. From Discourse Textual Analysis techniques, it was possible to categorize the teachers' reports in a meeting diary, in which the discourse was deconstructed in search of the characteristics proposed by theoretical referentials as important for teachers in science. Through this research, it can be concluded that the study / discussion methodology may have rather important effects regarding the acquisition of reflection-in-action and autonomy characteristics by teachers who are involved in the discussions, apart from promoting an important discussion about the theoretical and practical approaches between the reflection-in-action concepts and teacher autonomy and also led to a change in the teachers' vision about the study in group and the upgrading Physics curriculum importance.