Contribuição dos projetos universidade-escola na prática dos professores de química da educação básica

• Ano de defesa: 2016
• Autor(a) principal: Franciane Cristina Toledo Bastos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Professor supervisor; Projetos Universidade-Escola; Formação continuada; Professores Formação; Educação; Comunidade e universidade; Professores de quimica
• Link de acesso: http://hdl.handle.net/1843/BUOS-AR5JP5

This research aims at analyzing the contribution of the University-School projects to the improving of classroom practices of Basic Education teachers who participate in these projects. Therefore we seek to identify the teaching strategies used by teachers to teach Chemistry as well as how and when the teachers incorporated these strategies, and analyze if the participation of the teachers in the project assists them in the transformation of their practice, facilitating the internalization of teaching and learning contemporary trends. To have a panoramic view of the contribution of the projects to the continuing education of the teacher, we used a questionnaire which was answered by nine participating teachers from four different projects at UFMG. We also selected two teachers to investigate the lessons that they develop at their schools, using as criteria their greater involvement in the projects. For this, we used three data collection instruments: shooted lessons, field notes and interview. We filmed and analyzed a total of thirteen classes, being five of teacher Meire and eight of teacher Vanderleia. To facilitate the analysis of these classes, we segmented them into episodes and analyzed each of them, looking for those that showed evidence of ownership of some teaching and learning contemporary trends. Data analysis revealed that teachers use some strategies in their classes, in line with what has been discussed by the expert community as facilitators of learning processes. From the speech of the teachers during the interviews, we understand that participation in the project helped them absorb certain strategies and expand the use of some others. Although the teachers have described some strategies as "their way of teaching" and reported they had used them before joining the University- School projects, they showed more confidence for they know the way they work is validated by the university. Thus, we understand that the University- School interaction projects have contributed to the formation of the housemasters, helping to improve their practice, increasing the absorbing of contemporary trends in teachingand learning even when this is not the main focus of the projects. We believe that the supervising teachers continuing education needs to be a point of discussion and constant reflection upon these projects in order to contribute to the formation not only of licensed professionals, but of all involved, such as the supervising teacher.