Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Santos, Jane Darley Alves dos
 |
| Orientador(a): |
Soares, Márlon Herbert Flora Barbosa
|
| Banca de defesa: |
Soares, Márlon Herbert Flora Barbosa
,
Souza, Ruth Catarina Cerqueira Ribeiro de,
Queiróz, Vanderlei da Rosa Freitas,
Pinheiro, Bárbara Carine Soares,
Mesquita, Nyuara Araújo da Silva |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Química (IQ)
|
| Departamento: |
Instituto de Química - IQ (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/6920
|
Resumo: |
This thesis is linked to the research line Training of Teachers of Chemistry. Based on the assumptions of the dialectical historical materialism, we deal with teacher training in the Chemistry Degree Program of the Federal University of Goiás, taking as object of investigation the training and the teaching work developed in the training process of the graduates of the course investigated. The assumption that governs the analysis is that there is a dialectical relationship between training and teaching work, and thinking about training is also thinking in the mediations that involve the work of the teacher. However, we understand education as a field of hegemonic dispute, so that the training and teaching performance can represent different projects. These can mean advances in work and teacher training by enabling praxis - unity theory and practice - as well as to contain neotechnic and pragmatic purposes of the relation theory and practice, depending on the policy that gestates and guides such propositions. We start from the analysis of the context of the formation and the teaching work. In this perspective we adopt dialectical historical materialism as a method. In order to reveal the object, we chose the following methodological strategies: a) semi-structured interviews; B) conducting narrative interviews; C) analysis of documents, such as: curricular guidelines for teacher training and guidelines for teacher training in chemistry. The research takes as a reference the teacher-training teachers and the students of the graduation of the Course of Degree in Chemistry of the Federal University of Goiás / Goiânia. We problematize with the following axes of analysis or guiding questions: the subjects of the research, who are the teachers and students? His life and formative trajectories; How is the political identity of teachers being constructed? What is the conception of teaching or teaching work that permeates the undergraduate course in Chemistry / UFG? What is the teaching / learning concept in the university class? What is the relation between training and work in the view of the investigated subjects (teachers and students)? What is the social function of chemistry teachers in the view of the licenciandos? The paper points to the following conclusion: training based on the epistemology of practice is conceived in a broad and pragmatic sense without reference to teaching work. Now, if we claim the formation and the work of teachers in a dialectical relationship since their initial formation, it needs to establish other relations that directly interfere in this: the political identity built in the course; The conception of teaching; The social function of the chemistry teacher; These are mediations that will be fundamental to denaturalize and problematize the teacher training / teaching relationship, with the possibility of the teachers' political and pedagogical praxis. |
