Banca de DEFESA: MARA APARECIDA ALVES DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MARA APARECIDA ALVES DA SILVA
DATA : 30/03/2020
HORA: 08:30
LOCAL: FACED
TÍTULO:

UNIVERSITY TEACHING IN LICENSING IN CHEMISTRY: AN ANALYSIS OF KNOWLEDGE OF EXPERIENCE AND PEDAGOGICAL ACTION

PALAVRAS-CHAVES:

University Teaching. Knowledge of experience. Knowledge of pedagogical action.

PÁGINAS: 200
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

When planting in the territories of teaching, teacher training is a rich field of knowledge to be explored, in which o

The data were obtained by observing the classes of the three collaborators in this study, through a schedule defined by them and through an interview, carried out individually with each teacher. Two categories of content analysis emerged: Teaching-Learning Strategies and Assessment. In the first category, it was evidenced that the teachers were sensitive and touched to diversify, flexibilize and even modify their didactic strategies, since they all demonstrated the importance of training Chemistry teachers but also of more reflective and critical people who could use scientific knowledge beyond the dimension of the classroom. The classes observed promoted the autonomy of the students in the search for resolutions of the most diverse situations proposed both in the theoretical classes and in the laboratory classes. In the second category, the teachers surveyed were building and mobilizing the knowledge of the pedagogical action through changes in the know-how, moving from traditional classical assessment to others in ways of assessing, aiming at the learning of their students. They went beyond the knowledge of the subject, and attended other aspects of the formation of the Chemistry graduate by being flexible, reflective and understanding the diversity of the students and their complexities. The teaching practice enabled teachers to be “touched” and reframed the strategies that involve both teaching and evaluating, as they realized that the crystallized methodologies were not being enough and opened up to other possibilities of know-how.

ne can research from professional qualification and performance to the strategies and teaching resources used by higher education teachers. The research aimed to understand how teachers with stricto sensu training in Chemistry mobilize their knowledge of pedagogical action, from their knowledge of experience in the Degree in Chemistry, revealing their meanings attributed in the exercise of teaching, with a view to relating them. This investigation had a qualitative, exploratory and ethnographic approach. The empirical field was the degree course in Chemistry at the Teacher Training Center of the Federal University of Recôncavo da Bahia, located in the city of Amargosa. The study participants were three professors from the mentioned graduation, codified as Autumn, Summer and Winter, with initial training in bachelor's, bachelor's and bachelor's / bachelor's degrees, respectively.

MEMBROS DA BANCA:
Presidente - 005.335.185-12 - LUCIA GRACIA FERREIRA TRINDADE - UFRB
Interno(a) - 287843 - CRISTINA MARIA D AVILA TEIXEIRA
Interno(a) - 2228252 - GIOVANA CRISTINA ZEN
Externo(a) ao Programa - 1877452 - ISADORA MELO GONZALEZ
Externo(a) à Instituição - CLÁUDIO PINTO NUNES - UESB
Externo(a) à Instituição - ROSELANE DUARTE FERRAZ - UESB