Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
SILVA, Judimar Teixeira da |
| Orientador(a): |
SILVA, Ivoneide Mendes da |
| Banca de defesa: |
FIRME, Ruth do Nascimento,
LIMA, Kênio Erithon Cavalcante |
| 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/tede2/9297
|
Resumo: |
Problem Based Learning (PBL) is an active teaching methodology that requires time to be understood and applied in Basic Education, as it uses the real problem to initiate, stimulate and guide the whole teaching and learning process, within a differentiated assessment perspective that needs to be well elaborated and that faces the challenge of autonomous and collaborative learning among students. The research aimed to investigate the limits and potentialities of the training process in service with Problem-Based Learning for the teaching practice of teachers in the area of Natural Sciences and Its Technologies. The continuing education of in-service teachers using this methodology has the potential to be experienced with teachers at the school under study due to their weekly availability that they have for their continuing education. The research field used was a State Technical School in Paulista, a town in Pernambuco. The research instruments used were the questionnaire, the murals of the Padlet digital tool, the video recordings of the training process and the narrative interviews carried out with 5 school Natural Sciences and Its Technologies teachers at that institution. Data were analyzed in light of the relevant theoretical framework and from some elements of the Content Analysis of Bardin (2011) and the Dialogical Thematic Analysis proposed by Braun & Clarke (2006). From the data analysis, a significant difference was observed in the continuing education of these teachers, which was the fact that it was carried out among peers, in the school environment and within an interdisciplinary and contextualized approach. We also infer that in-service training at the school, with co-workers who share similar needs, helps in solving the school's pedagogical problems and consequently contributes to teaching practice. |
