Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
SILVA, Janaina Barbosa
 |
| Orientador(a): |
ARAÚJO, Monica Lopes Folena |
| Banca de defesa: |
OLIVEIRA, Maria Marly de,
JÓFILI, Zélia Maria Soares,
NEPOMUCENO, Aline Lima de Oliveira |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8660
|
Resumo: |
The objective was to understand the pedagogical practice of pedagogy that was developed in the early years of Elementary School, specifically in the 4th when addressing the issue of food in the classroom. We specifically aim to: Identify how teachers' conceptions in the 4th degree of initial training of elementary school on the food chain, verify which didactic food strategies are being used for students who are new to the subject and as possible influences of the initial learning of teachers pedagogues in their pedagogical practices regarding the food chain issue. This has qualitative and contour research with the participation of pedagogue teachers who work in municipal schools located in the Metropolitan Region of Recife and in Garanhuns City, State of Pernambuco. As data collection instruments we used a semi-structured interview recorded through the Google Meet digital platform and use of audio recorder platforms. For the treatment of data, we were guided by the content analysis of Bardin (2016). Development of initial research that is meant to be learned by teachers and professors of skills and abilities in the field and in part with scientific and pedagogical results. There remains the need to provide opportunities for learning actions, both in initial training courses and in continuing education courses with critical, reflexive, historical and socio-environmental approaches, associating theory and practice, so that it can clearly contribute to the realization of a practice active teacher at EC for the initial years. Another lack identified by this research is investments in the acquisition of didactic resources that make the CE contextualized. |
