Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
OLIVEIRA, Geyza Maria Felix de
 |
| Orientador(a): |
SANTIAGO, Mônica Maria Lins |
| Banca de defesa: |
ARAÚJO, Monica Lopes Folena,
BATINGA, Verônica Tavares Santos,
OLIVEIRA, Gilvaneide Ferreira de |
| 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: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8342
|
Resumo: |
The creation and development of technologies and continuous dynamically knowledge brings new challenges to the teaching process and learning. In this way, a necessity of new technologies emerge further away from traditional methods and get closer to the learning process that uses active methodology. In the case of this research the PBL methodology. Thinking in these actual educational movements is necessary to think about teacher’s formations. Therefore, this study aims to analyze the extent to which continuing in-service training can contribute to teaching practice in the light of the PBL of an Academic Unity in a Federal University in Pernambuco’s state?. To have this IFES as research campus, five effective teachers of Academic Unity which taught a discipline called Topicos 1, responsible for a project that uses PBL as its basis. The data was obtained in three different moments: Document analysis of a project called Pedagogic project of a course using PBL; in the investigation of teachers comprehension of Academic Unity about PBL and its contribution in continuous learning in service about teaching practices PBL, interviewing the participants using a formulary well structured; and in the verification process of the teachers practice in PBL. To this goal, it was chosen to verify the class of one of the participants. With a analysis of Bardin’s content (2011) it was possible conclude that the PPC’s course contribute as a north point to the comprehension of PBL project, even knowing that the methodology has been fragilized in some specific aspects. The interview concluded that teachers’ comprehension about PBL is still incipient, and, due to this, the teachers’ practice observed shows that PBL has more limits than possibilities in the ambitus of professional criticism, humanistic and reflexive. Thus, continuous education emerge as a possible way to follow to a better comprehension of a more effective PBL methodology in its principles. |
