Cenários de práticas pedagógicas no 5º ano do ensino fundamental : professores, alunos e pesquisadora
Tipo
Tese
Data de publicação
2017-02-10
Periódico
Citações (Scopus)
Autores
Resende, Adriana Torquato
Orientador
Mizukami, Maria da Graca Nicoletti
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Andrade, Maria de Fátima Ramos de
Ambrogi, Ingrid Hötte
Tancredi, Regina Maria Simoes Puccinelli
Reali, Aline Maria de Medeiros Rodrigues
Ambrogi, Ingrid Hötte
Tancredi, Regina Maria Simoes Puccinelli
Reali, Aline Maria de Medeiros Rodrigues
Programa
Educação, Arte e História da Cultura
Resumo
This research deals with teaching practices developed in the 5th year of elementary school.
These practices are reported from different perspectives: that of teachers, their students and
researcher, setting up scenarios that complement each other. Developed in a public school in
the city of Osasco, SP, has as main objective to analyze pedagogical practices of teachers of
the 5th year of elementary school. The central question is: ""What are the contributions of
reports from teachers, students and the researcher to the understanding of pedagogical
practices developed in the fifth year of elementary school?" Data collection was done through
interviews with teachers and students based on a semi-structured script and participant
observation of some classes of those teachers. The data are analyzed from a qualitative
perspective, having as main reference theoretical authors like Darling-Hammond (2014),
Cochran-Smith (2000), Marcelo García (1999), Mizukami (2004; 2010), Nóvoa (2011),
Shulman ( 2004; 2014), Souza (2009) and others. Are addressed topics such as teacher's role,
teaching and learning, teaching professional knowledge, learning to teach, teaching strategies
and self-descriptions of teachers in some media productions. The work is justified because the
analysis of pedagogical practices developed by 5th grade teachers can help in understanding
what they know and what do these professionals so that their students learn the contents
proposed, outlining what Shulman (2014) calls knowledge base required for teaching. The
research can also contribute to the teacher education, as the reported practices can be used as
elements of reflection and possible modification of the thinking, beliefs, actions and theories
of teachers and graduates. The data collected showed that, in the opinion of respondents,
teaching learning is developmental, because on many occasions the teachers said that we must
"always learning" or "continue learning." The main sources of teaching learning they cited
were the experience in the classroom, in practice; the high school courses of teacher
education; other teachers and courses, such as specializations and others. They understand
that to teach is a mission that requires dedication and commitment, seeing teaching as a
complex profession that must be learned. Teachers synthesized their practices and knowledge
that underlie these practices in the following actions: make a diagnosis of class to find out
what they already know and what they need to learn; arouse the interest of students; have
control of the work in the classroom, know the students and improve their self-esteem. The
practices described by the students highlighted their appreciation for group work, clothing
materials, participation in performances and competitions. By observing the classes, the data
showed that to plan, prepare and teach their lessons teachers use a base of knowledge learned
in Teacher Education courses and explained in textbooks, curricula and training courses, but
are not limited to this knowledge, valuing the experience.
Descrição
Palavras-chave
práticas pedagógicas , aprendizagem da docência , ensino fundamental
Assuntos Scopus
Citação
RESENDE, Adriana Torquato. Cenários de práticas pedagógicas no 5º ano do ensino fundamental : professores, alunos e pesquisadora. 2017. 249 f. Tese( Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.