Por que nós, educadores e educadoras, ainda somos tradicionalistas?

• Ano de defesa: 2020
• Autor(a) principal: Dias, Alzira da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Paulo Freire; Traditional teaching; Ensino tradicional; estratégias de ensino; Teaching strategies; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Educação; Ciência - Estudo e ensino; Matemática
• Link de acesso: https://repositorio.ufu.br/handle/123456789/33694; http://doi.org/10.14393/ufu.di.2021.204

Teaching activity is the subject of observations and opinions from different sectors of society and weighs on it as more diverse expectations. Gaps, however, left in the initial training can lead educators to repeat in their teaching practice attitudes that don´t stimulate the participation and involvement of students with the classes. This attitude on the part of students can lead to a frustration. This project reflects my own concerns and my desire to share them with colleagues as well as to share their own concerns. The study of Paulo Freire's works is present throughout the text and, in a way, dictated the direction of this work. The changes in society do not reflected in teaching practices and the work shows that the participants perceive the distance between what is taught and what arouses interest our students. Realizing that the teaching practiced in the classroom no longer meets the needs of students and society itself, this project sought to survey the Science and Biology educators of public and private schools in the city of Araguari / MG, about which factors hinder the development in their classes of other teaching strategies. The project was carried out through meetings of the conversation circle and using questionnaires. The participants see the central theme of the project, traditionalism as something that should be avoided but that, due to the difficulties of teaching practice, is a very common practice among them. The change in teaching practice requires, in addition to a deliberate decision by educators, improvements in working conditions that include a reduction in the number of students and a better participation of families in the school life of the students. We understand that the difficulties brought by the participants do not prevent them from daring in their classes and that the search for quality of work is constant among them. The educational product presents suggestions for classroom practices to inspire teachers to diversify their actions.