Articulação Freire-CTS na formação de educadores dos anos iniciais

• Ano de defesa: 2019
• Autor(a) principal: Marques, Sabrina Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Articulação Freire-CTS; Formação de professores; Anos iniciais; Três momentos pedagógicos; Formação permanente; Autonomia docente; Freire-CTS articulation; Teacher training; Initial years; Three pedagogical moments; Permanente formation; Teacher autonomy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/19561

The present research aimed at answering the following problem: what are the challenges encountered in the construction and implementation of a training process, based on the Freire-CTS articulation, developed with educators from the initial years of elementary education at a municipal public school in Caçapava do Sul / RS? In the search for theoretical and methodological subsidies, a qualitative research was carried out, of the type of case study that, in the first moment, was based on the following instruments: bibliographic research, events in the area of education in sciences / physics teaching . This first moment culminated in the elaboration of a proposal of organized formation according to the Three Pedagogical Moments. In the second moment, the formative process was implemented in the partner school and was analyzed according to the stages of the Discursive Textual Analysis. In order to construct the corpus of analysis, the researchers' field diaries were used, a reflection on the formative process written by a collaborating researcher, transcription of the audios of the training meetings and semi-structured interviews with the educators at the end of the first stage of the formative process. The data of the corpus were unitized and later categorized resulting in three emergent categories: (i) relationship maintaining teacher autonomy; (ii) understandings about the theoretical elements discussed and the role of learners; (iii) the study of reality and its challenges. It was understood that educators have little autonomy over the organization of the curriculum, as well as "reductionist" preconceptions about Freirean educational thinking, about the reality of their students and about their role in the teaching-learning process. Finally, the lack of involvement of the educators at the time of the Study of Reality may have compromised the alignment of the theme with the perspective of the generating theme. Besides the challenges, it was possible to perceive the educators' views on the relationship between teaching and reality and on aspects related to TC, which reinforce the need for permanent training processes.